Syllabus - Compressed (1) .Tiny (MConverter - Eu) 2

दिल्लीदिश्‍िदिद्यालय
UNIVERSITY OF DELHI
Bachelor of Arts (Hons.) Psychology

(Effective from Academic Year 2019-20)
Revised Syllabus as approved by
Academic Council
Date: No:
Executive Council
Date: No:
Applicable for students registered with Regular Colleges, Non Collegiate

Women’s Education Board and School of Open Learning
List of Contents Page No.
Preamble
1. Introduction to Programme
2. Learning Outcome-based Curriculum Framework in B.A. (Hons) Psychology
2.1. Nature and Extent of the Programme in B.A. (Hons) Psychology
2.2. Aims of Bachelor Degree Programme in B.A. (Hons) Psychology
3. Graduate Attributes in B.A. (Hons) Psychology
4. Qualification Descriptors for Graduates B.A. (Hons) Psychology
5. Programme Learning Outcomes for in B.A. (Hons) Psychology
6. Structure in B.A. (Hons) Psychology
6.1. Credit Distribution for B.A. (Hons) Psychology
6.2. Semester-wise Distribution of Courses
7. Courses for B.A. (Hons) Psychology
Course Learning Outcomes
Course Teaching-Learning Process
Assessment Methods
Keywords
Preamble
The objective of any programme at Higher Education Institute is to prepare their students for the
society at large. The University of Delhi envisions all its programmes in the best interest of their
students and in this endeavour it offers a new vision to all its Under-Graduate courses. It imbibes
a Learning Outcome-based Curriculum Framework (LOCF) for all its Under Graduate
programmes.
The LOCF approach is envisioned to provide a focused, outcome-based syllabus at the

undergraduate level with an agenda to structure the teaching-learning experiences in a more
student-centric manner. The LOCF approach has been adopted to strengthen students’
experiences as they engage themselves in the programme of their choice. The Under-Graduate
Programmes will prepare the students for both, academia and employability.
Each programme vividly elaborates its nature and promises the outcomes that are to be
accomplished by studying the courses. The programmes also state the attributes that it offers to
inculcate at the graduation level. The graduate attributes encompass values related to well-being,
emotional stability, critical thinking, social justice and also skills for employability. In short,
each programme prepares students for sustainability and life-long learning.
The revised curriculum of B. A. (Hons.) Psychology offers a wide range of courses aimed at
providing the interested student strong grounding in the discipline of Psychology. The syllabus
covers a wide range of theoretical courses, courses on methodology, research and application as
well as course reflecting the growth and recent interest in the field of Psychology. In addition to
the rigorous foundation in the discipline of Psychology, the course curriculum extends itself to
include and encourage interdisciplinary frameworks and research.
CURRICULUM REVISION COMMITTEE 2019

Head and Course Coordinator, Prof. Anand Prakash, Department of Psychology, University of
Delhi
Dr. Meetu Khosla, Associate Professor, Dept of Psychology, Daulat Ram College
Dr. Kanika K. Ahuja, Associate Professor, Dept of Psychology, Lady Shri Ram College for
Women
Dr. Surabhika Maheshwari, Assistant Professor, Dept. of Psychology, Indraprastha College for
Women
1. INTRODUCTION TO PROGRAMME
The document containing the curriculum outline and details is an exercise in explicating the
Choice Based Curriculum Structure in terms of the Learning Outcomes. The discipline of
Psychology is a relatively young and dynamic field of academic study and inquiry. While
understanding and learning the historical influences, the curriculum addresses the fast paced
changes in the subject matter. The curriculum development and pedagogy of Psychology is
sensitive to the advances in the knowledge base and the growing application and research
possibilities. It is expected that the course is transacted keeping in mind the current realities of
the discipline including the socio-cultural context. The undergraduate coursework in Psychology
touches upon the diverse areas in discipline including, among others - biopsychology, cognitive
psychology, history of psychology, research methods, social psychology,
Industrial/Organizational psychology, counseling psychology, health psychology.
2. LEARNING OUTCOME-BASED CURRICULUM

FRAMEWORK IN B.A. (HONS) PSYCHOLOGY
2.1 NATURE AND EXTENT OF THE PROGRAMME IN B.A. (HONS)

PSYCHOLOGY
The study of Psychology at the undergraduate level facilitates explorations on the vast canvas of
knowledge interested in understanding human beings – their nature, behavior and influences. The
study material concerns itself with relevant developments in theory and practice of Psychology.
The dynamic nature and rapid changes in the field need to be addressed as the student moves
along the various courses. The current structure aims to impart basic knowledge in Psychology
via the core papers, specialized area are introduced in the discipline centered course and the
students are exposed to the application possibilities via the skill based courses. The course also
includes papers that have been designed to cater to interested students who are chosen other
subjects as their primary area of study at the undergraduate level. The General Electives offer a
wide array of basic psychological information to the larger (non-psychology) student population.
The study of Psychology at the collegiate level ought to be aimed at developing a basic
understanding and equipping the student with knowledge to choose further advancement and
specialization in the field.
2.2 AIMS OF BACHELOR DEGREE PROGRAMME IN B.A. (HONS)

PSYCHOLOGY
The Psychology programme at the undergraduate level focuses on the following aims:
• Imparting knowledge of basic psychological concepts and models, and developing ability
to apply this knowledge in field settings.
• Promoting and understanding of research skills so that students are able to design and
conduct systematic and ethical psychological research studies.
• Developing psychological sensitivity and social sensibility so that students can respond
empathically to human subjectivity and critically to social institutions.
• Examining the complexities of and debates within the discipline and to dwell upon its
unique relevance in understanding the human subjectivity as shaped by the social,
historical and political.
• Developing sensibility towards varied socio-cultural contexts and appreciating diversity.
• Facilitating acquisition of basic skills for building responsible professionals in varied
settings.
• Encouraging self-understanding, reflection and personal growth.
3. GRADUATE ATTRIBUTES IN PSYCHOLOGY

• DISCIPLINARY KNOWLEDGE
Ability to understand core psychological concepts, models, classical theories, varied
perspectives, evolution of the field, new researches being carried out, as also knowledge of the
sub fields of psychology.
• COMMUNICATION SKILLS
Acquiring the skill for self presentation and self management, communicating effectively in
writing and orally, asking questions, conveying information to others in a simple and
unambiguous way, active listening, giving and receiving feedback, making presentations, and
report writing.
• CRITICAL THINKING
The ability to engage in independent thinking, identify, construct and evaluate arguments, solve
problems systematically, reason clearly, rigorously question ideas and critique theories and
researches in psychology.
• PROBLEM SOLVING
Applying one’s knowledge to solve real life issues and problems of society at large, finding
solutions that are context-specific, being able to use technology, use of methods such as
simulation, brainstorming, and experimentation.
• ANALYTICAL REASONING
The ability to break complex problems into simpler components, scrutinize a situation, inductive
and deductive reasoning, drawing inferences.
• RESEARCH RELATED SKILLS

The ability to plan, design and conduct research while adhering to ethical guidelines, is critical
for psychology graduates, as the participants are human. This also includes collecting data using
qualitative and quantitative research methods.
• COOPERATION/TEAM WORK
Working in groups for projects, presentations and practical, knowledge sharing and appreciation
of diversity- essential attributes for a graduate in psychology.
• SCIENTIFIC REASONING
The values of accuracy, objectivity, scepticism, and open mindedness are desirable to instil in
graduates of psychology to develop a scientific temperament. Towards this end, breaking
stereotypes, thinking out-of-the-box, imagining, analyzing and trying alternatives, and
questioning conclusions based on newer evidence is required.
• REFLECTIVE THINKING
Awareness of one’s own knowledge, assumptions and past experiences, interpreting and
evaluating as one responds to new experiences will help a graduate in psychology to create
meaning, solve problems and plan. It also includes becoming aware of one’s strengths and
weaknesses, having insight into the trajectories of life and plan so as to move further in the
desired direction. The use of introspection may be helpful in not only constructing experience,
but also distancing students from social pressure, take different perspectives, and take
responsibility for their actions.
• INFORMATION/DIGITAL LITERACY
The ability to use information and communication technologies to find, evaluate, create, and
communicate information is required. This includes searching through legitimate online
resources, creating digital content such as email, blogs and videos, and sharing it.
• SELF-DIRECTED LEARNING
Taking initiative for one’s own learning, diagnosing their own learning needs, implementing
appropriate learning strategies is desirable for a psychology graduate. Keeping a journal, setting
goals, planning, taking action, and evaluating outcomes will help this process.
• MULTICULTURAL COMPETENCE
An ability to incorporate socio-cultural context in scientific inquiry, understanding psychological
realities in varies cultural contexts, appreciating the non-universality of principles and theories,
awareness of indigenous Indian perspectives, as also the ability to relate to others from diverse
backgrounds is required.
• MORAL AND ETHICAL AWARENESS

Training students to become ethical and morally sound psychologists is important. This includes
teaching the APA Ethics Code, understanding the issue of plagiarism, appreciation of rights and
dignity of participants as a researcher, and upholding values in academic work. Students should
also be able to explore the world of marginalized people with empathy and compassion, and also
develop an understanding of social injustice and strive for justice.
• LEADERSHIP QUALITIES
The ability to articulate, motivate oneself, inspire others, organize and plan well, have a sense of
abundant positivity that energizes everyone around them, having a clear sense of purpose, self-
awareness and adaptability.
• LIFELONG LEARNING
Approaching life with curiosity and wonder, pursuing knowledge, learning how to learn will
enhance active citizenship, personal development and self-sustainability. This will turn mistakes
into possibilities and encourage ownership of learning. To achieve this, students need to spend
time seeking out new information, understandings, and strategies to make incremental daily
improvements that will help move their life forward in a positive way.
4. QUALIFICATION DESCRIPTORS FOR GRADUATES B.A.

(HONS) PSYCHOLOGY
The Psychology graduate will demonstrate the following qualification descriptors:
• Comprehension of theoretical and practical knowledge of the subject matter of
psychology.
• Awareness of the various methods of psychology such as lab and field experimentation,
observation methods, field studies, surveys, psychological testing and interviewing skills.
• Training in using self report measures of behavioural investigation, communication
skills, counselling, and scientific writing for publication in scientific journals.
• Planning the research, identifying the problem, doing a review of literature, designing the
research, and deciding the method and analysis tools.
• Enhanced skills to optimize self understanding, growth and development.
• Competence in terms of applying psychological skills, techniques of data collection,
assessment and evaluation of behavioural interaction at an individual and group level.
• Proficiency in using various software and techniques of quantitative and qualitative
analysis.
5. PROGRAMME LEARNING OUTCOMES FOR B.A. (HONS)

PSYCHOLOGY
The learning outcomes that a student should be able to demonstrate on completion of a
degree level programme are as follows:
• Knowledge about the discipline and research methods.

• Basic professional skills pertaining to psychological testing, assessment and counselling.
• Ability to use skills in specific areas related to chosen specialization (e.g. cognitive,
industrial-organizational, clinical, counselling, health, educational, social, community).
• Ability to connect theory with personal experiences and varied applied settings.
• Understand how psychology can be applied to solve problems facing humankind.
• Computer literacy, including the ability to use various e-resources, technology and social
media.
• Articulation of ideas, scientific writing and authentic reporting.
• Tolerating ambiguities and appreciating the limitations of the discipline, and critically
analyzing conflicting theories and approaches.
• Understanding varied socio-cultural contexts, and being mindful of indigenous traditions.
• Creating awareness about gender issues.
• Cultivating an ethical mindset, including a strong work ethic, avoiding unethical
behaviours such as data fabrication and plagiarism, being mindful of implications of
research using human participants.
• Commitment to health and wellbeing at different levels (e.g. individual, organization,
community, society).
• Developing skills of communication, negotiation, team work, effective presentation, etc.
• Appreciating and tolerating diversity.
• Developing positive attributes such as empathy, compassion, optimism, social
participation, and accountability.
• Self-development and personal growth.
6. STRUCTURE IN B.A. (HONS) PSYCHOLOGY

6.1 CREDIT DISTRIBUTION FOR B.A. (HONS) PSYCHOLOGY
The UGC recommends a 10-point grading system with the following letter grades as given
below:
Table 1: Grades and Grade Points
Letter Grade Grade Point

O (Outstanding) 10
A+(Excellent) 9
A(Very Good) 8
B+(Good) 7
B(Above Average) 6
C(Average) 5
P (Pass) 4
F(Fail) 0
Ab (Absent) 0
Computation of SGPA and CGPA
Illustration for SGPA

Course Credit Grade Grade Credit Point
letter point
(Credit x Grade
Course 1 3 A 8 3 X 8 = 24
Course 2 4 B+ 7 4 X 7 = 28
Course 3 3 B 6 3 X 6 = 18
Course 4 3 O 10 3 X 10 = 30
Course 5 3 C 5 3 X 5 = 15
Course 6 4 B 6 4 X 6 = 24
20 139
Thus, SGPA =139/20 =6.95
Illustration for CGPA
Semester 1 Semester 2 Semester 3 Semester 4

Credit : 20 Credit : 22 Credit : 25 Credit : 26
SGPA:6.9 SGPA:7.8 SGPA: 5.6 SGPA:6.0
Semester 5 Semester 6
Credit : 26 Credit : 25
SGPA:6.3 SGPA: 8.0
Thus, CGPA = 20 x 6.9 + 22 x 7.8 + 25 x 5.6 + 26 x 6.0 + 26 x 6.3 + 25 x 8.0

= 6.73
144
6.2 SEMESTER-WISE DISTRIBUTION OF COURSES
SEMESTER CORE COURSE (14) ABILITY ABILITY ELECTIVE ELECTIVE

ENHANCEMENT ENHANCEMET DISCIPLINE GENERIC
COMPULSORY ELECTIVE SPECIFIC DSE (GE) (4)
COURSE (AECC) COURSE (AEEC) (4)
(2) (2) (SKILL
BASED)
I C-PSY-01 Environmental GE-1

Introduction to Psychology Science
(Theory+ Practical)
C-PSY-02
Statistical Methods for
Psychological Research-I
(Theory+ Tutorial)
II C-PSY-03 English GE-2
Biopsychology (Theory+ Communication
Tutorial)
C-PSY-04
Psychology of Individual
Differences (Theory+ Practical)
III C-PSY-05 SEC-1 GE-3

Development of Psychological
Thought (Theory+ Tutorial)
C-PSY-06
Psychological Research
(Theory+ Practical)
C-PSY-07
Social Psychology
(Theory+ Tutorial)
IV C-PSY-08 SEC-2 GE-4
Understanding Psychological
Disorders (Theory+ Tutorial)
C-PSY-09
Statistical Methods for
Psychological Research-II
(Theory+ Tutorial)
C-PSY-10
Applied Social Psychology
(Theory+ Practical)
V C-PSY-11 DSE-1
Understanding and Dealing
with
Psychological Disorders
(Theory+ Practical)
C-PSY-12 DSE-2
Developmental Psychology
(Theory+ Practical)
VI C-PSY-13 DSE-3
Organizational Behavior
(Theory+ Practical)
C-PSY-14 DSE-4
Counseling Psychology
(Theory+ Practical)
ELECTIVE: DISCIPLINE SPECIFIC DSE (ANY 4) (2 IN SEMESTER- V AND 2 IN

SEMESTER-VI):
DSE-PSY-01: Positive Psychology

DSE-PSY-02: Human Resource Management
DSE-PSY-03: Health Psychology
DSE-PSY-04: Community Psychology
DSE-PSY-05: Cultural and Indigenous Psychology
DSE-PSY-06: Project/Dissertation (VI Semester)
DSE-PSY-07 Psychological Perspectives in Education
DSE-PSY-08: Psychology of Disability
DSE-PSY-09: Psychology of Peace
DSE-PSY-10: Forensic Psychology
DSE-PSY-11: Introduction to Indian Psychological Thought
DSE-PSY-12: Environmental Psychology
DSE-PSY-13: Cognitive Psychology
ELECTIVE: GENERIC (GE) (ANY 4, 1 EACH IN SEMESTER I, II, III AND IV):
GE PSY 01 General Psychology

GE PSY 02 Psychology over the Life Span
GE PSY 03 Psychology for Health and Well-being
GE PSY 04 Psychology at Work
GE PSY 05 Psychology and Media
GE PSY 06 Inter Group Relations
GE PSY 07 Youth Psychology
GE PSY 08 Psychology and Mental Health
GE PSY 09 Understanding Intimate Relationships
GE PSY 10 Positive Psychology: Understanding Human Strengths
GE PSY 11 Social Psychology: Understanding Human World
ABILITY ENHANCEMENT ELECTIVE COURSE (AEEC) (SKILL BASED- SEC) (ANY 2: 1

IN SEMESTER III AND 1 IN SEMESTER IV):
SEC PSY 01 Emotional Intelligence

SEC PSY 02 Stress Management
SEC PSY 03 Effective Decision Making
SEC PSY 04 Educational Psychology
SEC PSY 05 Human Resource Practices
SEC PSY 06 Personal Growth and Development
SEC PSY 07 Psychological Skills in Organizations
SEC PSY 08 Psychology of Relationships
SEC PSY 09 Learning how to Learn
SEC PSY 10 Research Publication and Presentation
SEC PSY 11 Skills of Communication
7. COURSES FOR B.A. (HONS) PSYCHOLOGY

CORE COURSES
C-PSY-01: INTRODUCTION TO PSYCHOLOGY
Core Course - (CC) Credit: 6
COURSE LEARNING OUTCOMES

• To introduce students to the basic concepts of the field of psychology with an emphasis on
applications of psychology in everyday life
• Appreciation of the scope and the field of psychology
• Developing familiarity with basic concepts related to some foundational themes of study in
psychology such as learning, memory, perception, and thinking
UNIT 1
Introduction: Definitions of Psychology, Perspectives in Psychology; Research Methods of
Psychology; Subfields of Psychology
UNIT 2
Perception: Perception and Cultural Influences on Perception: Perceptual Processing, Perceptual
Sets; Role of Attention; Perceptual Organization; Perceptual Constancies; Depth Perception;
Illusions
UNIT 3
Learning: Learning, Principles and Applications of Classical Conditioning, Operant
Conditioning, and Observational Learning; Cognitive Influences on Learning
UNIT 4
Memory: Definition of Memory, Models of Memory: Levels of Processing, Parallel Distributed
Processing, Information Processing; Reconstructive Nature of Memory; Forgetting; Improving
Memory; Culture and Memory
PRACTICAL
Any 2 experiments based on C-PSY-01 (Introduction to Psychology). Each practicum group will
consist of 10-12 students.
REFERENCES
Baron, R. & Misra.G. (2016). Psychology. 5th Edition. New Delhi: Pearson.
Ciccarelli, S. K., White, N.J., & Misra, G. (2017). Psychology, 5th Edition. South Asian Edition.
New Delhi: Pearson Education.
Galotti, K.M. (2014). Cognitive Psychology: In and Out of the Laboratory, 5th Edition. New
Delhi: Sage.
Passer, M.W. & Smith, R.E. (2010). Psychology: The science of mind and behaviour. New
Delhi: Tata McGraw-Hill.
ADDITIONAL RESOURCES
Craik, F.I.M. & Lockhart, R.S. (1972). Levels of processing: A framework for memory research.
Journal of Verbal Learning and Verbal Behaviour, 11(6), 671-684.
Danziger, K. & Dzinas, K. (1997). How Psychology got its variables. Canadian Psychology, 38,
43- 48.
Fox., I. Prilleltensky & S. Austin (Eds.)(2009). Critical Psychology: An Introduction (2nd
Edition.) Thousand Oaks, CA: Sage.
Graham, R. (2008). Psychology: The Key concepts (1st Ed). India: Routledge.
Morgan, C.T., King, R.A., Weiss, R.A., & Schopler, J. (2004). Introduction to Psychology (7th
Edition). New York, NY: Mc Graw Hill.
TEACHING LEARNING PROCESS

This paper provides an in-depth overview of the dominant theoretical and empirical trends in the
field of psychology. An endeavour will be made to create a learning environment for students in
which the excitement of learning psychology is enhanced, complexities of and debates within the
discipline are rigorously interrogated and its unique relevance in understanding the human
subjectivity as shaped by the social, historical and political is dwelt upon. The curriculum may
be transacted using several pedagogical methods such as lectures, technology-enabled learning,
classroom discussions, use of case studies/films and documentaries/fiction, field visits,
workshops etc. The practical component attached to this paper allows students the opportunities
to design research studies using various kinds of tools and techniques and also to carry out both
qualitative and quantitative analysis of the findings. Students will be imparted a variety of skills
such as how to conduct a psychological experiment ensuring controlled conditions, keeping in
mind ethics of experimentation. These practicals will be done in smaller groups of 10-12
students under the supervision of teachers. The specific disciplinary concerns of Psychology,
given our requirement for interaction with human participants, make it nearly impossible to work
with a group size of more than 10-12 students. Students will be closely monitored and taught the
necessary know-how of experimentation using human participants. It is envisaged as a
collaborative learning space wherein each student of the group shares in the group discussion,
puts forth one’s findings for analysis and learns from other students’ work, with the teacher
helping each student to relate his findings to theory and research literature.
ASSESSMENT METHODS
Students will be assessed on their understanding of disciplinary knowledge, their ability to
express their knowledge accurately and aesthetically, their capability to review, design, conduct
research and write reports. A variety of assessment methods can be used in the assessment:
written assignments, class tests, home assignments, term papers, project work, class
presentations, research reports, viva voce and observation of practical skills.
KEYWORDS
Fields of Psychology, Perception, Memory, Learning
C-PSY-02: STATISTICAL METHODS FOR PSYCHOLOGICAL RESEARCH-I


• To familiarize students with the use of statistical methods in psychological research
• To foster an understanding of the techniques of descriptive statistics for quantitative research.
• To teach the application of the same in the field of Psychology
UNIT 1
Introduction: Psychological Research; Relevance of Statistics in Psychological Research;
Descriptive and Inferential Statistics; Variables and Constants; Scales of Measurement;
Frequency Distributions, Percentiles and Percentile Ranks; Graphic Representation of Data
(Histogram; Frequency Polygon; Bar Diagram; Pie Chart; Cumulative Frequency Graph; Factors
Affecting the Shape of Graphs)
UNIT 2
Measures of Central Tendency: Definition; Properties and Comparison; Calculation of Mode,
Median and Mean from Raw Scores and Grouped Scores; Central Tendency Measures in Normal
and Skewed Distributions; Effects of Score Transformations on Measures of Central Tendency.
Measures of Variability: Range; Semi-Interquartile Range; Variance; Standard Deviation
(Properties and Comparison); Calculation of Variance and Standard Deviation from Deviation
Scores and Raw Scores; Effects of Linear Transformations on Measures of Variability
UNIT 3
Standard (z) Scores: Standard Scores; Properties of z-Scores; Transforming Raw Scores Into z-
Scores, Determining Raw Scores From z-Scores, Some Common Standard Scores, Comparison
Of z- Scores And Percentile Ranks.
The Normal Probability Distribution: Nature and Properties of the Normal Probability
Distribution; Standard Scores and the Normal Curve; Finding Areas When the score is Known,
Finding Scores When the Area is Known; Applications of Normal Curve, Divergence From
Normality (Skewness and Kurtosis)
Unit 4
Correlation: Meaning of Correlation; Correlation and Causation; Calculating Pearson’s
Correlation Coefficient from Deviation Scores and Raw Scores; Spearman’s Rank-Order
Correlation Coefficient; Effects of Score Transformations; Cautions Concerning Correlation
Coefficients; Regression
REFERENCES
Aron, A., Aron, E.N., & Coups, E.J. (2007). Statistics for Psychology (4th Ed.). Delhi: Prentice
Hall of India.
King, B.M. & Minium, E.W, (2007). Statistical Reasoning in the Behavioral Sciences (5th Ed.).
Noida: Wiley.
Mangal, S.K. (2012). Statistics in Psychology and Education (2nd Ed.). Delhi: Prentice Hall of
India.
Howitt, D and Cramer, D. (2011). Introduction to Statistics in Psychology. London, UK:
Pearsons Education Ltd.
ADDITIONAL RESOURCES:
Garrett, H.E (2005). Statistics in Psychology and Education. Delhi: Cosmo Publications.
TEACHING-LEARNING PROCESS
The teaching-learning process will endeavour to create a learning environment for students in
which the application of statistics in psychology is enhanced. The curriculum may be transacted
using several pedagogical methods such as lectures, technology-enabled learning, classroom
discussions, repeated practice of calculations and concepts, workshops etc. The tutorial exercises
are geared towards providing students the much needed space for practice solving numericals,
clarify doubts arising out of subject matter, and make presentations.
ASSESSMENT METHODS
Students will be assessed on their understanding of statistical principles and knowledge, their
ability to express their knowledge, and their capability to solve numerical problems. A variety of
assessment methods can be used in the assessment: written assignments, class tests, quizzes,
home assignments, term papers, project work, class presentations, and reports.
KEYWORDS
Measures of variability; Correlation; Normal Probability Distribution; Random Sampling
C-PSY-03: BIOPSYCHOLOGY

• Understanding the biological bases of human behaviour, its nature and scope
• Developing critical thinking to use scientific techniques for biological psychology and
developing an awareness of ethical issues accompanying them
• Having basic knowledge about the structures of human brain, their functions and impact on
human behaviour
• Realizing the importance of hormones in behaviour, cognition and emotions
UNIT 1
Introduction to Biopsychology: Nature and Scope; Methods and Ethics in Biopsychology;
Divisions of Biopsychology
UNIT 2
The Functioning Brain: Structure and Functions of Neurons; Types of Neurons; Neural
Conduction and Synaptic Transmission
UNIT 3
Organization of Nervous System: CNS & PNS (Structure And Functions); Neuroplasticity Of
The Brain: Neural Degeneration, Neural Regeneration And Neural Reorganization
UNIT 4
Neuroendocrine System: Structure, Functions and Abnormalities of Major Glands: Thyroid,
Adrenal, Gonads, Pituitary, Pancreas and Pineal
REFERENCES
Carlson, N. R. (2009). Foundations of Physiological Psychology (6th Edition). New Delhi:
Pearson Education.
Khosla, M. (2017). Physiological Psychology: An Introduction. New Delhi: Sage Texts.
Breedlove, S. M., Rosenzweig, M. R., & Watson, N. V. (2007). Biological Psychology: An
Introduction to Behavioral, Cognitive, and Clinical Neuroscience (5th Edition). Sunderland,
Massachusetts: Sinauer Associates.
Leukel, F. (1976). Introduction to Physiological Psychology. New Delhi: Pearson.
Levinthal, C.F. (1983). Introduction to Physiological Psychology. New Delhi: Prentice Hall of
India.
Pinel, J. P. J. (2011). Biopsychology, 8th Edition. New Delhi: Pearson Education.
This paper provides an overview of the theoretical and empirical trends in an important subfield
of psychology- biopsychology. The curriculum may be transacted using several pedagogical
methods such as lectures, technology-enabled learning, classroom discussions, use of case
studies/films, videos and documentaries, workshops etc. Tutorial activities constitute a vital
component of the teaching-learning process in this paper. The tutorial exercises are geared
towards providing students the much needed space to clarify doubts arising out of subject matter,
practice writing skills, make presentations on psychological topics and review research papers.
ASSESSMENT METHODS
express their knowledge accurately (often using diagrams) and their capability to review research
and write reports/papers. A variety of assessment methods can be used in the assessment: written
assignments, class tests, quizzes, home assignments, term papers, project work, class
presentations, research reports, etc.
KEYWORDS
Brain-Behaviour, Nervous System, Neuroplasticity; Gland
C-PSY-04: PSYCHOLOGY OF INDIVIDUAL DIFFERENCES


• To develop an understanding of the concept of individual differences
• To acquaint the learner with the complexities of personality theories
• Understanding the various approaches to Intelligence and appreciation of the diverse
frameworks
• To know the processes and principles of motivation and emotion and appreciating the diverse
frameworks
UNIT 1
Personality: Nature of Personality; Biological Foundations of Personality; Culture, Gender and
Personality; Perspectives on Personality: Psychodynamic, Phenomenological- Humanistic and
Social Cognitive
UNIT 2
Concept of Intelligence: Psychometric and Cognitive Approaches to Intelligence; Gardner’s
Multiple Intelligences; Issues in the Measurement of Intelligence: Nature Versus Nurture,
Growth, Gender and Culture; Group Differences in Intelligence; Extremes of Intelligence,
Intelligence and Creativity
UNIT 3
Motivation: Nature, Types of Motivation: Biogenic and Sociogenic; Theories of Motivation,
Culture and Motivation, Enhancing Motivation in Educational and Work Setting
UNIT 4
Emotion: Nature, Theories of Emotion, Expressions of Emotion: Universal Versus Culture
Specific
PRACTICAL
Any 2 practicum based on C-PSY-04 using any two psychological tests (one based on
Intelligence and one based on personality). Each practicum group will consist of 10-12 students.
REFERENCES
Baumgardner, S.R. & Crothers, M.K. (2010). Positive Psychology. Upper saddle River, New
Jersey: Prentice Hall
Carr, A. (2011). Positive psychology. London, UK: Routledge.
Ciccarelli, S. K., & Meyer, G. E. (2010). Psychology, South Asian Edition. New Delhi: Pearson
Education.
Cornelissen, M., Misra, G. & Varma, S. (Eds.) (2011). Foundations of Indian Psychology:
Theories and Concepts, Vol I. New Delhi: Pearson.
Mentis, M., Dunn-Bernstein, M., Mentis, M., & Skuy, M. (2009). Bridging Learning: Unlocking
Cognitive Potential In and Out Of The Classroom. Thousand Oaks, CA: Corwin.
Misra, G. (2011). Handbook of Psychology. New Delhi: Oxford University Press.
Passer, M.W. & Smith, R.E. (2010). Psychology: The Science of Mind and Behaviour. New
Delhi: Tata McGraw-Hill.
Ekman, P. (1999). Basic Emotions: Handbook of Cognition and Emotion. Sussex, U.K.: Wiley
Freud, S. (1991). Introductory Lectures in Psychoanalysis. New Delhi: Penguin Books.
Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic
Books.
Santrock, J. W. (2010). Educational Psychology. Delhi: Inwin Professional Publishers.
This paper provides an in-depth overview of the dominant theoretical and empirical trends in
psychology. An endeavour will be made to create a learning environment for students in which
the excitement of learning psychology is enhanced, complexities of and debates within the
discipline are rigorously interrogated and its unique relevance in understanding the human
subjectivity as shaped by the social, historical and political is dwelt upon. The curriculum may
be transacted using several pedagogical methods such as lectures, technology-enabled learning,
classroom discussions, use of case studies/films and documentaries/fiction, field visits,
workshops etc. The practical component attached to the paper allows students the opportunity to
using various kinds of psychological tests and also to carry out both qualitative and quantitative
analysis of the findings. Students will be imparted a variety of skills such as how to select an
appropriate psychological test and administer it under standardized conditions, how to form
rapport with the participant, how to interpret results, discuss the findings, write a report, etc.
These practicals will be done in smaller groups of 10-12 students under the supervision of
teachers. The specific disciplinary concerns of Psychology, given our requirement for interaction
with human participants, make it nearly impossible to work with a group size of more than 10-12
students. Students will be closely monitored and taught the necessary skills. It is envisaged as a
ASSESSMENT METHODS
express their knowledge accurately and aesthetically, their capability to review, design,
administer tests and write reports. A variety of assessment methods can be used in the
assessment: written assignments, class tests, home assignments, term papers, project work, class
KEYWORDS
Personality, Intelligence, Self; Creativity
C-PSY-05: DEVELOPMENT OF PSYCHOLOGICAL THOUGHT


• Building an understanding of pre-history and history of psychology, including philosophical
and general-scientific milestone events that have influenced the development of the discipline
• Identifying and appreciating the diversity of contributions to the contemporary fields of
psychology
• Developing critical thinking skills with increased ability to articulate sound arguments and ask
sophisticated questions regarding theories and principles of psychology
• Describe the key figures in the history of psychology and their major contributions and
perspectives
• Provide an introduction to the development of the discipline both from the Indian as well as
Western perspective
UNIT 1
Understanding Psyche: Indian Views on Consciousness: Yoga and Vedant; Early Western Views
(Structuralism, Functionalism, and Gestalt); Debates in Western Psychology, Free Will and
Determinism, Empiricism and Rationalism; Content and Methodological Shifts across schools of
Psychology
UNIT 2
Positivist Thrust: Rise of Behaviorism (Watsonian Perspective); Shift from Behaviorism to Neo-
Behaviorism (With reference to Hull, Tolman and Skinner); Transition from Behaviorism to
Cognitive Psychology (Information Processing Approach)
UNIT 3
Experiential Thrust: Psychoanalysis: Freudian Approach, Jungian Perspective, Sociological Shift
(Karen Horney, Erik H. Erikson), Object Relational Perspectives (Tenets and Concepts);
Existential Psychology (Major Themes); Humanistic Approach (Maslow and Rogers)
UNIT 4
Critical Perspectives: Social Constructionism in Psychology, Feminism and Psychology
REFERENCES
Frith, H. (2001). Young Women, Feminism and the Future: Dialogues and Discoveries.
Feminism and Psychology, 11(2), 147-151.
Gergen, K.J. (1985). The Social Constructionist Movement in Modern Psychology. American
Psychologist, 40, 266-275.
King, D.B., Viney, W. & Woody, W.D. (2008). A History of Psychology: Ideas and Context (4th
Ed.). London, UK: Pearson Education.
Leahey, T.H. (2005). A History of Psychology: Main currents in psychological thought (6th Ed.).
Singapore: Pearson Education.
Paranjpe, A. C. (1984). Theoretical psychology: The meeting of East and West. New York:
Plenum Press.
Schultz, D.P. & Schultz, S.N. (2011). A History of Modern Psychology, 10th edition. UK:
Wadssworth, Cengage Learning.
Thomas, T. (2005). The Critique of Psychology: From Kant to Post Colonial Theory. NY:
Springer-Verlag.
Bansal, P. (2019). Psychology: Debates and Controversies. New Delhi: Sage.
Gergen, K.J. (1996). Social psychology as social construction: The emerging vision. In C. Mc
Garthy and A. Haslam (Eds.). The message of social psychology: Perspectives on mind and
society. Oxford: Blackwell
Kakar, S. (2006). Culture and Psychoanalysis: A Personal Journey. Social Analysis, 50 (2), 25-
44.
Kumar, M. (2011). (Re)locating the feminist standpoint in practice of psychology today: A case
of India. In A. Rutherford et al. (Eds.), Handbook of International feminisms: International and
cultural psychology (pp. 175-193). Springer
St. Clair, M. (1999). Object Relations and Self-Psychology: An Introduction. Belmont,
California: Wadsworth Publishing.
This paper provides an in-depth overview of evolution of the field of psychology and attempts to
expose students to the diversity of contributions to the contemporary fields of psychology. An
endeavour will be made to create a learning environment for students in which the excitement of
learning psychology is enhanced, complexities of and debates within the discipline are rigorously
interrogated and its unique relevance in understanding the human subjectivity as shaped by the
social, historical and political is dwelt upon. The curriculum may be transacted using several
pedagogical methods such as lectures, technology- enabled learning, classroom discussions, use
of case studies/films and documentaries/fiction, field visits, workshops etc. Tutorial activities
constitute a vital component of the teaching-learning process in psychology. The tutorial
exercises are geared towards providing students the much needed space for asking sophisticated
questions regarding theories and principles of psychology, clarify doubts arising out of subject
matter, practice writing skills, make presentations on psychological topics and review research
papers.
ASSESSMENT METHODS
express their knowledge accurately and aesthetically, their capability to review research and
write reports. A variety of assessment methods can be used in the assessment: written
assignments, class tests, home assignments, term papers, project work, class presentations,
research reports, etc.
KEYWORDS
Psyche; Debates in Psychology; Psychoanlysis; Existentialism; Social Constructionism
C-PSY-06: PSYCHOLOGICAL RESEARCH


• Awareness of the basic features of various types of research undertaken with human beings
and understanding of the use of basic terminology used in human research.
• Demonstrate ability to plan simple researches and state its requirements.
• Developing familiarity with different kinds of measures and techniques for assessing
individual differences.
• Understanding the distinctive features of a select qualitative research methods and plan small
qualitative research.
• Understanding the importance of maintaining ethical and moral integrity of the researcher.
• To educate students with the process and the methods of quantitative and qualitative
psychological research traditions.
UNIT 1
Basics of research in Psychology: What is Psychological Research? The Goals of Psychological
Research, Paradigms of Research, Principles of Good Research; Current Issues in Psychological
Research – Replication Crisis, Publication and Ethics; Research Traditions: Quantitative and
Qualitative Orientations Towards Research and their steps, Comparing Qualitative and
Quantitative Research Traditions, Formulating a problem and developing a testable research
question/research hypothesis
UNIT 2
Sampling: Probability and Non Probability Sampling Methods
UNIT 3
Methods of Data Collection: Case Study, Observation, Interview & Focus Group Discussion,
Survey, Use of Secondary Data
UNIT 4
Psychological Testing: Characteristics of a test – Standardization, Reliability, Validity, Norms,
Applications and issues
PRACTICAL
Any 2 practicum based on C-PSY-06 (each practicum group will consist of 10-12 students) using
any of the following: Interview/FGD/Survey/Observation/Case Study/Semi Projective
Techniques
REFERENCES
Anastasi, A., & Urbina, S. (2017). Psychological Testing, 7th Edition. Noida: Pearson India.
Bryman, A. (2004). Quantity and Quality in Social Research. London, UK: Routledge.
Chadha, N.K. (2009). Applied Psychometry. New Delhi: Sage.
Gregory, R.J. (2017). Psychological Testing: History, Principles, and Applications (7thEd.).
New Delhi: Pearson India.
Murphy, K.R. & Davidshofer, C. O. (2019). Psychological Testing: Principles & Applications
(6th Ed.). New Jersey: Pearson.
Neuman, W.L. (2006). Social Research Methods: Qualitative and Quantitative Approaches (6th
Ed.) Boston: Pearson Education.
Willig, C. (2001). Introducing qualitative research in psychology: Adventures in theory and
method. Philadelphia: Open University Press.
Crisp, R.J., & Turner, R.N. (2014). Essential Social Psychology, Third Edition. Delhi: Sage
Texts.
Deb, S., Gireesan, A., & Prabhavalkar, P.(2019). Social Psychology in Everyday Life. Delhi:
Sage Texts.
Dyer, C. (2001). Research in Psychology: A Practical Guide to Research Methodology and
Statistics (2nd Ed.) Oxford: Blackwell Publishers
Kerlinger, F.N. & Lee, H.B. (1999). Foundations of Behavioural Research. Belmont, California:
Wadsworth.
Valery, C. (2016). Fundamentals of Research on Culture and Psychology: Theory and Methods.
New York: Routledge.
This course trains students to design and conduct creative, systematic and ethical psychological
research studies. An endeavour will be made to create a learning environment for students in
which the excitement of learning psychology is enhanced. The curriculum may be transacted
discussions, use of case studies/films and documentaries/fiction, field visits, workshops etc. The
practical component attached to this paper allows students the opportunities to design research
studies using various kinds of tools and techniques and also to carry out both qualitative and
quantitative analysis of the findings. These practicals will be done in smaller groups of 10-12
necessary know-how of designing a sound research study which entails several skills – reviewing
research, framing research objectives and questions, deciding and using the appropriate methods
of data collection, selecting and communicating with participants, analyzing data, interpreting
and discussing the findings. It is envisaged as a collaborative learning space wherein each
student of the group shares in the group discussion, puts forth one’s findings for analysis and
learns from other students’ work, with the teacher helping each student to relate his findings to
theory and research literature.
ASSESSMENT METHODS
KEYWORDS
Qualitative and Quantitative Research; Sampling; Data collection; Test; Standardization
C-PSY-07: SOCIAL PSYCHOLOGY


• Understanding the basic social psychological concepts and familiarize with relevant methods.
• Developing skills pertaining to mapping of social reality and understanding how people
evaluate social situations.
• Developing an understanding pertaining to social influence processes particularly the
influence of others on individual behaviour and performance.
• Develop an understanding of the individual in relation to the social world
UNIT 1
Introduction: Nature and scope of Social Psychology; Levels of social analysis; Critique to
Social Psychology; Overview of the history and current trends of Social Psychology (Including
development in India)
UNIT 2
Understanding self and evaluating the social world: Making of the self; Social Cognition, Social
Perception, Impression Management; Attitudes (Attitude-Behaviour Link; Strategies for attitude
change)
UNIT 3
Social Interaction and Influence: Interpersonal Attraction, Prosocial Behaviour, Aggression,
Social Influence Processes (Conformity, Compliance and Obedience)
UNIT 4
Group Dynamics: Nature of Groups; Basic Processes, Group Performance, Group Decision
Making; Group Interaction (Facilitation, Loafing)
REFERENCES
Baron, R.A., Byrne, D. & Bhardwaj, G. (2010). Social Psychology (12th Ed.). New Delhi:
Pearson.
Baumeister, R.F. & Bushman, B.J. (2018). Social Psychology and Human Nature. New Delhi:
Cengage Learning.
Franzoi, S.L. (2009). Social Psychology (5th Ed.). New York: McGraw-Hill.
Hogg, M. &Vaughan, G.M. (2008). Social Psychology. Upper Saddle Rives, New Jersey:
Prentice Hall.
Kassin, S., Fein, S., & Markus, H.R. (2008). Social Psychology. New York: Houghton Mifflin.
Misra, G. (2009). Psychology in India: Theoretical and Methodological Developments (ICSSR
Survey of Advances in Research), Vol 4. New Delhi: Pearson.
Taylor, S.E., Peplau, L.A. & Sears, D.O. (2006). Social Psychology (12th Ed.).New Delhi:
Pearson.
Asch, S. E. (1956). Studies of independence and conformity: I. A minority of one against a
unanimous majority. Psychological Monographs: General and Applied, 70(9), 1-70.
doi:10.1037/h0093718
Branscombe, N.R., Baron, R.A., Baumeister, R.F., & Kapur, P. (2019). Social Psychology, 14th
Ed. New Delhi: Pearson.
Crisp, R.J., & Turner, R.N. (2014). Essential Social Psychology. New Delhi: Sage
Forsyth, D.R. (2014). Group Dynamics, 3rd Ed. New Delhi: Cengage Learning.
Janis, I. L. (1982). Group Think: Psychological studies of Policy Decisions and Fiascos (2nd
Edition). California: Houghton Mifflin.
Milgram, S. G. (1963). Behavioral Study of obedience. The Journal of Abnormal and Social
Psychology, 67(4), 371-378. doi:10.1037/h0040525
Stainton-Rogers, W. (2003). Social Psychology: Experimental and Critical Approaches. UK
Higher Education, Oxford University Press.
The teaching-learning process in this paper provides an in-depth overview of the dominant
theoretical and empirical trends in a major subfield of psychology- social psychology. An
endeavour will be made to create a learning environment for students in which the excitement of
learning psychology is enhanced, complexities of and debates within the discipline are rigorously
interrogated and an understanding of the individual in relation to the social world is fostered. The
curriculum may be transacted using several pedagogical methods such as lectures, technology-
enabled learning, classroom discussions, use of case studies/films and documentaries/fiction,
field visits, workshops etc. Tutorial activities constitute a vital component of the teaching-
learning process in psychology. The tutorial exercises are geared towards providing students the
much needed space for personal reflection, clarify doubts arising out of subject matter, practice
writing skills, make presentations on psychological topics and review research papers.
ASSESSMENT METHODS
assignments, class tests, home assignments, term papers, project work, class presentations,
research reports, etc.
KEYWORDS
Attitudes; Interpersonal attraction; Aggression; Pro-social Behaviour; Groups; Conflict;
Prejudice
C-PSY- 08: UNDERSTANDING PSYCHOLOGICAL DISORDERS

• Acquiring knowledge and skills for distinguishing normal and abnormal behaviour and learn
the criteria of determining abnormality.
• Developing familiarity with the current diagnostic systems (current edition of the Diagnostic
and Statistical Manual of Mental Disorders and International Classification of Diseases- Mental
Disorder section).
• Acquiring knowledge about Anxiety Disorders and Trauma & Stressor-related, Dissociative
and Personality Disorders.
• Developing sensitivity towards individual and cultural diversity.
UNIT 1
Introduction: Criteria Of Abnormality, Causal Factors, Classification, Clinical Assessment,
Intervention: Rehabilitation; Psychotherapy; Biological Intervention: Convulsive and
Pharmacological Therapy
UNIT 2
Stress, Anxiety and Related Condition (Clinical Picture and Dynamics): Post Traumatic Stress
Disorder, Cardiovascular Disorder, Anxiety Disorders: Generalized Anxiety Disorder, Phobia,
Obsessive Compulsive Disorder
UNIT 3
Mood Disorder (Clinical Picture and Dynamics): Depressive Disorder, Bipolar and Related
Disorders
UNIT 4
Somatic Symptoms and Dissociative Disorders (Clinical Picture and Dynamics): Somatic
Symptom and related disorders, Conversion Disorder, Dissociative Identity Disorder
REFERENCES
Barlow H. & Durand V. Mark (2014). Abnormal Psychology: An Integrative Approach. Delhi:
Cengage Learning India.
Bennett, P. (2006). Abnormal and Clinical Psychology: An Introductory Textbook. New York:
Open University Press.
Brewer, K. (2001). Clinical Psychology. Oxford: Heinemann Educational Publishers
Carson, R.C., Butcher, J.N., Mineka, S. & Hooley, J.M. (2008). Abnormal Psychology. New
Delhi: Pearson.
Kearney, C. A. & Trull, T. J. (2012). Abnormal Psychology and Life: A dimensional approach.
New Delhi: Cengage learning
Foucault, M. (2003). Abnormal: Lectures at the College De France 1974-75. London, UK: Verso
Books.
Freud, S. & Breur, J. (2004). Studies in Hysteria. London, UK: Penguin Classics.
Ray,W.J. (2015). Abnormal Psychology; Neuroscience Perspective on Human Behavior and
Experience. New Delhi: Sage.
This paper provides an in-depth overview of the dominant theoretical and empirical trends in a
major subfield of psychology- clinical psychology. An endeavour will be made to create a
learning environment for students in which the excitement of learning psychology is enhanced,
complexities of and debates within the discipline are rigorously interrogated .The curriculum
may be transacted using several pedagogical methods such as lectures, technology-enabled
learning, classroom discussions, use of case studies/films and documentaries/fiction, field visits,
workshops etc. Tutorial activities constitute a vital component of the teaching-learning process in
psychology. The tutorial exercises are geared towards providing students the much needed space
for personal reflection, clarify doubts arising out of subject matter, practice writing skills, make
presentations on psychological topics and review research papers.
ASSESSMENT METHODS
assignments, class tests, home assignments, term papers, project work, class presentations, term
papers, etc.
KEYWORDS
Abnormality; DSM, Stress, Mood disorders; Dissociative Disorders
C-PSY-09: STATISTICAL METHODS FOR PSYCHOLOGICAL RESEARCH-II


• Developing an understanding of the nature of qualitative and quantitative inquiry
• To educate students with the techniques of inferential statistics and hypothesis testing
• Developing a basic knowledge of how to analyze data quantitatively
UNIT 1
Random Sampling and Sampling Distributions; Introduction to Statistical Inference: Testing
Hypotheses about Single Means (z and t); Null and Alternative Hypotheses; Procedural Steps for
Hypothesis Testing; Hypothesis Testing about a Single Mean – Calculation; Choice of HA: One-
Tailed and Two-Tailed Tests; Assumptions in Testing a Hypothesis about a Single Mean;
Estimating the Standard Error of the Mean when Is Unknown; t Distribution; Characteristics of
Student’s Distribution of t; Computing t; Interpreting the Results of Hypothesis Testing (Errors
in hypothesis Testing; Power of a Test; p-Value)
UNIT 2
Hypothesis Testing: Testing Hypothesis about the difference between two Independent means
(Assumptions; Null and the Alternative Hypotheses; Properties of the Sampling Distribution of
the Difference between Means; Computing t Using Definitional Formula Only; Use of a One-
Tailed Tests); Hypothesis Testing About the Difference between Two Dependent Means
(assumptions; using the formula involving standard errors and correlation only); Confidence
Intervals; Relation between Confidence Intervals and Hypothesis Testing; Advantages of
Confidence Intervals.
UNIT 3
Hypothesis Testing for Differences among Three or More Groups: One-Way Analysis of
Variance (ANOVA) The Null and Alternative Hypotheses; The Basis of One-Way Analysis of
Variance; Partition of the Sums of Squares; Degrees of Freedom; Variance Estimates and the F
Ratio; The ANOVA Summary Table; Raw Score Formulas for Analysis of Variance only;
Comparison of t and F; Post Hoc Comparisons
UNIT 4
Hypothesis Testing for Categorical Variables and Inference about Frequencies: The Chi-Square
(Logic and it’s assumptions); Calculation of the Chi-Square Goodness- of-Fit-Test- One Way
Classification; Chi Square for Two Classification Variables Contingency Table Analysis;
Interpretation of the Outcome of a Chi-Square Test; Nonparametric Approaches; It’s Uses and
Applications; Comparison with Parametric Tests
REFERENCES
King, B.M. & Minium, E.W, (2007). Statistical Reasoning in the Behavioral Sciences (5th Ed.).
New York: John Wiley & Sons.
Mangal, S.K. (2012). Statistics in Psychology and Education (2nd Ed.). New Delhi: PHI
Learning Pvt. Ltd. Howitt, D & Cramer, D. (2011). Introduction to Statistics in Psychology. UK:
Pearsons Education Ltd. Aron, A., Aron, E.N., & Coups, E.J. (2007). Statistics for Psychology
(4th Ed.). New Delhi: Prentice Hall of India.
Siegal, S. & Castellian, N.J. (1988). Nonparametric Statistics for Behavioural Sciences (2nd Ed.).
New York: McGraw Hill
Gigrenzer, G. (2004). Mindless Statistics. The Journal of Socio-Economics, 33, 587-606.
Veeraraghavan, V. & Shetgovekar, S. (2016). Textbook of Parametric and Non- Parametric
Statistics. New Delhi: Sage.
The teaching-learning process will endeavour to create a learning environment for students in
which the application of statistics in psychology is enhanced. The curriculum may be transacted
discussions, repeated practice of calculations and concepts, workshops etc. The tutorial exercises
are geared towards providing students the much needed space for practice solving numericals,
clarify doubts arising out of subject matter, and make presentations.
ASSESSMENT METHODS
Students will be assessed on their understanding of statistical principles and how to apply them,
their ability to express their knowledge, and their capability to solve numerical problems. A
variety of assessment methods can be used in the assessment: written assignments, class tests,
quizzes, home assignments, term papers, project work, class presentations, and reports.
KEYWORDS
Inferential Statistics; Hypothesis Testing; ANOVA; Non parametric Tests
C-PSY-10: APPLIED SOCIAL PSYCHOLOGY

• Understanding the key issues and theoretical concepts related to social inequalities, especially
in the Indian context.
• Developing insights into one’s own behaviours as a man (or as a woman) through self
reflexivity.
• Learning to apply theoretical knowledge of social psychology in designing intervention
systems.
• Developing insights into issues related to groups, environment and the legal system.
UNIT 1
Introduction: Nature of Applied Social Psychology, Social influences on behaviour, Levels of
Analysis, Overview of methods
UNIT 2
Applications: Intergroup Relations (Prejudice, Conflict, Conflict Management); Health;
Environment and Legal System
UNIT 3
Discrimination and Diversity (Economic, Culture, Religious, Social, Gender)
UNIT 4
Intervention and Evaluation: Process of Intervention; Need for evaluation for effective
Programmes; Case Studies in Indian Context
PRACTICAL
Any 2 practicum based on C-PSY-10. Each practicum group will consist of 10-12 students.
REFERENCES
Aronson,E., Wilson,T.D., Akert, R.M., & Sommers, S.R. (2017). Social Psychology, 9th edition,
Delhi: Pearson.
Myers, D., Sahajpal, P., Behera, P. (2011). Social Psychology (10th Edition). New Delhi:
McGraw Hill.
Mikkelson, B. (1995). Methods for Development Work and Research: A Guide for Practioners.
New Delhi: Sage.
Schneider, F.W., Gruman, A., Coults, L .M. (Eds.). (2012). Applied Social Psychology:
Understanding and Addressing Social and Practical Problems. New Delhi: Sage Publications.
Smith, P.B., Bond, M.H., & Kagitcibasi, C. (2006). Understanding Social Psychology Across
Cultures. New Delhi: Sage Publications.
Ahuja, K. K., Dhillon, M., Juneja, A., Deepak, S. & Srivastava, G. (2019). Subverting
Heteronormativity: An Intervention to Foster Positive Attitudes toward Homosexuality Among
Indian College Students. Journal of Homosexuality, 66(6), 746-768. DOI:
10.1080/00918369.2018.1484230
Kloos, B., Hill, J., Thomas, E., Wandersman, A., Elias, M. J. (2012). Community Psychology:
Linking Individuals and Communities. Boston, MA: Cengage Learing.
Baumeister, R.F. & Bushman, B.J. (2013). Social Psychology and Human Nature. Belmont,
California: Wadsworth.
Hewstone, M. (1996). Contact and categorization: Social psychological interventions to change
intergroup relations. In N. Macrae, M. Hewstone, & C. Stangor (Eds.), Foundations of
stereotypes and stereotyping (pp. 323–368). New York: Guilford Press.
Jain, S. & Bhardwaj, G. (2014). Understanding diversity issues vis-à-vis caste based quota
system: A solution or a source of discrimination. Vision, 18(4), 317-325.
Kapur, P., & Misra, G. (2011). Social identity in India: Continuities and fractures. In G. Misra
(Ed.), Contemporary Indian Psychology. New Delhi: Oxford University Press.
Khandelwal, K., Dhillon, M., Kalyani, A. & Papneja, D. (2014). The ultimate attribution error:
Does it transcend conflict? An investigation amongst Muslim adolescents in Kashmir and Delhi.
Psychological Studies, 59(4), 427-435. (ISSN: 0033-2968)
Pettigrew, T.F. (1998) Intergroup Contact Theory. Annual Review of Psychology, 49, 65-85.
Tajfel, H., & Turner, J.C. (1979). An integrative theory of intergroup conflict. In W.G. Austin &
S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33–48). Monterey, CA:
Brooks/Cole.

This paper provides an in-depth overview of the dominant theoretical and empirical trends in
social psychology, and also the key issues and theoretical concepts related to social inequalities,
especially in the Indian context. An endeavour will be made to create a learning environment for
students in which the excitement of learning psychology is enhanced, complexities of and
debates within the discipline are rigorously interrogated. The curriculum may be transacted using
several pedagogical methods such as lectures, technology- enabled learning, classroom
practical components attached to this paper allow students the opportunities to design research
necessary know-how of designing a sound research study and intervention programs which
entails several skills – reviewing research, framing research objectives and questions, deciding
and using the appropriate methods of data collection, selecting and communicating with
participants, analyzing data, interpreting and discussing the findings. It is envisaged as a
ASSESSMENT METHODS
presentations, research reports, term papers, viva voce and observation of practical skills.
KEYWORDS
Participatory Action; Group dynamics; Prejudice; Inequality; Intervention
C-PSY-11: UNDERSTANDING AND DEALING WITH PSYCHOLOGICAL

DISORDERS

• To introduce the etiological understanding and therapeutic interventions for the various
psychological disorders.
• Develop an understanding of Childhood disorders
• To introduce personality disorders and substance related disorders.
UNIT 1
Schizophrenia Spectrum and other Psychotic Disorders (Clinical Picture and Dynamics)
UNIT 2
Substance Related Disorders (Clinical Picture and Dynamics): Alcohol Related Disorders, Drug
Abuse and Dependence
UNIT 3
Disorders and Sexual Variants (Clinical Picture Only): Antisocial Personality Disorder,
Borderline Personality Disorder; Sexual Dysfunctions, Gender Dysphoria
UNIT 4
Disorders of Childhood (Clinical Picture Only) – Intellectual Disability/ Learning Disabilities,
Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder
PRACTICAL
Any two practicum based on topics in C-PSY-11. Each practicum group will consist of 10-12
students.
REFERENCES
Alloy, L.B., Riskind, J.H., and Manos, M.J. (2004). Abnormal Psychology: Current
Perspectives. (9th Edition). New York: McGraw Hill
Bennett, P. (2006). Abnormal and Clinical Psychology: An Introductory Textbook. New York:
Open University Press.
Butcher, J.N., Hooley, J.M., & Mineka, S. (2014). Abnormal Psychology (16th Ed). New York:
Pearson
Barlow, D.H. & Durand, V.M. (2013). Abnormal Psychology: An Integrative Approach (7th Ed).
Noida: Cengage Learning India Edition
Kearney, C. A. & Trull, T. J. (2012). Abnormal Psychology and Life: A Dimensional Approach.
Hyderabad: Wadsworth, Cengage Learning
Kring, A.M., Johnson, S.L., Davison, G.C. & Neale, J.M. (2013). Abnormal Psychology (12th
Ed). New Jersey: John Wiley & Sons.
Ramachandran, V.S. & Blakeslee, S. (1998). Phantoms in the Brain: Probing the Mysteries of
the Human Mind. London, UK: William Morrow.
Gururaj, G. et. al. (2016) National Mental Health Survey of India, 2015-16: Prevalence, Patterns
and outcomes. Bengaluru: NIMHANS Publication No. 129
This paper provides an overview of the etiological understanding and therapeutic interventions
for the various psychological disorders. An endeavour will be made to create a learning
environment for students in which the excitement of learning psychology is enhanced. The
field visits, workshops etc. The practical components attached to this core paper allow students
the opportunities to design research studies using various kinds of tools and techniques and also
to carry out both qualitative and quantitative analysis of the findings. These practicals will be
done in smaller groups of 10-12 students under the supervision of teachers. The specific
disciplinary concerns of Psychology, given our requirement for interaction with human
participants, make it nearly impossible to work with a group size of more than 10-12 students.
Students will be closely monitored and taught the necessary know-how of designing a sound
research study in the area of clinical psychology, using either qualitative or quantitative research
techniques, framing research objectives and questions, deciding and using the appropriate
methods of analyses, analyzing data, interpreting and discussing the findings. It is envisaged as a
ASSESSMENT METHODS
research and write reports. A variety of assessment methods can be used: written assignments,
class tests, home assignments, term papers, project work, class presentations, research reports,
viva voce and observation of practical skills.
KEYWORDS
Schizophrenia; Substance abuse; Personality Disorders; Autism; Therapy
C-PSY-12 DEVELOPMENTAL PSYCHOLOGY

• Demonstrating an ability to understand and distinguish major theoretical perspectives and
methodological approaches in human development.
• Developing an ability to identify the milestones in diverse domains of human
development across life stages.
• Understanding the contributions of socio-cultural context toward shaping human
development.
• Acquiring an ability to decipher key developmental challenges and issues faced in the
Indian societal context.
UNIT 1
Introduction: Concepts, Themes, Theoretical Perspectives of Human Development, Research
Designs and Methods
UNIT 2
Stages of Development: Prenatal Development, Birth and Infancy, Adolescence
UNIT 3
Domains of Human Development: Cognitive Development (Piaget, Vygotsky); Language
Development; Emotional Development; Moral Development (Kohlberg)
UNIT 4
Socio Cultural Context for Human Development: Family, Peers, Media
PRACTICAL
students.
REFERNCES
Berk, L. E. (2010). Child Development (9th Ed.). New Delhi: Prentice Hall.
Misra, G. (2011). Handbook of Psychology in India (Section IV), New Delhi: Oxford University
Press.
Feldman, R.S. & Babu. N. (2011). Discovering the Lifespan. New Delhi: Pearson.
Santrock, J. W. (2011). Child Development (13th Ed.). New Delhi: McGraw Hill.
Santrock, J.W. (2012). Life Span Development (13th Ed.) New Delhi: McGraw Hill. Srivastava,
A.K. (1997). Child Development: An Indian Perspective. New Delhi: NCERT.
Kapur, M. (1995). Mental Health of Indian Children. New York: Sage Publications.
Mitchell, P, &Ziegler,F.(2017). Fundamentals of Developmental Psychology, 2nd edition. New
Delhi: Routledge.
Saraswathi, T.S. (2003). Cross-cultural perspectives in Human Development: Theory, Research
and Applications. New Delhi: Sage Publications.
major subfield of psychology- developmental psychology. An endeavour will be made to create a
learning environment for students in which the excitement of learning major theoretical
perspectives and methodological approaches in human development is enhanced, complexities of
and debates within the discipline are rigorously interrogated. The curriculum may be transacted
using several pedagogical methods such as lectures, technology- enabled learning, classroom
practical components attached to this core paper allow students the opportunities to design
research studies using various kinds of tools and techniques and also to carry out both qualitative
and quantitative analysis of the findings. These practicals will be done in smaller groups of 10-12
ASSESSMENT METHODS
KEYWORDS
Prenatal development; Infancy; Adolescence; Cognitive Development; Language Development;
Emotional Development; Moral Development; Socio-cultural context
C-PSY-13: ORGANIZATIONAL BEHAVIOUR


• To develop an awareness of the concepts related to organizational behaviour.
• Help the students develop a connection between concepts and practices of organizations.
• Understanding the evolution of the field of organizational behaviour and the challenges faced
by the field today, for instance diversity, corporate social responsibility, etc.
• Developing a deeper understanding of conceptual and theoretical bases of motivation and
employees’ work attitudes and their relationship with performance and organizational outcomes.
• Understanding leadership processes from different theoretical perspectives.
UNIT 1
Introduction: Industrial/Organizational Psychology; Historical Antecedents of Organizational
Behaviour: Scientific Management and Human Relations Movement; Challenges faced by the
field
UNIT 2
Individual Level Processes: Employee Attitudes: Job Satisfaction (Antecedents and
consequences of Job Satisfaction; Measurement of Job Satisfaction), Organizational Citizenship
Behaviour; Work Motivation; Early Theories: Maslow, Mcclelland, Two Factor; Contemporary
Theories and Applications: Goal Setting, Equity, Expectancy
UNIT 3
Dynamics of Organizational Behaviour: Organizational Culture; Organizational Politics; Sexual
Harassment; Positive Organizational Behaviour (Self Efficacy, Optimism)
UNIT 4
Leadership: Basic Approaches: Trait Theories, Behavioural Theories, Contingency Theories;
Contemporary Issues: Inspirational Approaches to Leadership (Charismatic and
Transformational Leadership), Challenges to the Leadership Construct (Leadership as
attribution, Substitutes & Neutralizers to the Leadership Construct); Indian Perspective on
leadership
PRACTICAL
students.
REFERENCES
Greenberg, J. & Baron, R.A. (2007). Behaviour in Organizations (10th Ed.). Noida: Dorling
Kindersley. 2
Luthans, F. (2011). Organizational Behaviour: An Evidence Based Approach (11th Edition).
New York: McGraw-Hill/Irwin.
Muchinsky, P. (2006). Psychology applied to work: An introduction to industrial and
organizational psychology. Summerfield, NC: Hypergraphic Press.
Robbins, S. P. Judge, T.A & Vohra, N. (2019).Organizational Behavior (18th Ed). New Delhi:
Pearson. Schultz, D. & Schultz, S.E. (2017). Psychology at Work Today (10th Ed.). London:
Routledge.
Singh, K. (2010). Organizational Behavior: Texts & Cases. Noida: Dorling Kindersley.
Sinha, J.B.P. (2008). Culture and Organizational Behaviour. New Delhi: Sage.
Adler, N.J. (1997). Global leaders: Women of influence. In G. N. Powell (Ed.), Handbook of
Gender and Work, (pp. 239-261). Thousand Oaks, CA,: Sage Publications, Inc.
Bass, B.M. (1990). From transactional to transformational leadership: Learning to share the
vision. Organizational Dynamics, 18(3), 19-31.
Garima, K. & Prakash, A. (2017). CSR Evangelism: Rural consumers walk down the road to
enlightenment. The Indian Journal of Industrial Relations, 53(2), 183-199.
Griffin, R.W.& Moorhead, G. (2009). Organizational Behaviour: Managing people &
organizations. New Delhi: Biztantra Publishers.
Herzberg, F. (1966). Work and The Nature Of Man. Cleveland: World Publishing Company.
Kanungo, R.N. & Mendonca, M. (1994)(Eds.). Work Motivation; Models for Developing
Countries. New Delhi: Sage.
Landy, F.J. & Conte, J.M. (2013). Work in the 21st century: An introduction to Industrial and
Organizational Psychology. New Jersey: John Wiley.
Pareek, U. (2010). Understanding Organizational Behaviour. Oxford: Oxford University Press.
Prakash, A. (2011). Organizational Behaviour in India: An Indigenous Perspective. In G. Misra
(Ed.), Handbook of Psychology. New Delhi: Oxford University Press.
Roethlisberger, F.J. & Dickson, W.J. (1939). Management and the Worker. Cambridge,
Massachuttes: Harvard University Press.
Schermerhorn, Jr., Osborn, J.G. Uhl-Bien, M. & Hunt, J.R. (2013). Organizational behaviour.
New Delhi: Wiley India.
major subfield of psychology - organizational psychology. An endeavour will be made to create
a learning environment for students in which the excitement of learning psychology is enhanced,
complexities of and debates within the discipline are rigorously interrogated and a connection is
drawn between concepts and practices of organizations. The curriculum may be transacted using
several pedagogical methods such as lectures, technology- enabled learning, classroom
practical components attached to this core paper allow students the opportunities to design
research studies using various kinds of tools and techniques and also to carry out both qualitative
and quantitative analysis of the findings. Students will be imparted a variety of skills such as
how to conduct a research in organizational settings, how to select an appropriate tool and
administer it, how to use an appropriate method of data collection, analyze data, interpret and
discuss the findings, etc. These practicals will be done in smaller groups of 10- 12 students under
the supervision of teachers. The specific disciplinary concerns of Psychology, given our
requirement for interaction with human participants, make it nearly impossible to work with a
group size of more than 10-12 students. It is envisaged as a collaborative learning space wherein
each student of the group shares in the group discussion, puts forth one’s findings for analysis
and learns from other students’ work, with the teacher helping each student to relate his findings
to theory and research literature.
ASSESSMENT METHODS
KEYWORDS
Scientific management; Human Relations Movement; Job satisfaction; Work motivation;
Organizational Culture; Leadership
C-PSY-14: COUNSELLING PSYCHOLOGY


• To develop an understanding of basic concepts, processes, and techniques of Counseling.
• Having a comprehensive understanding of the profession of counselling, particularly in the
Indian context.
• Acquiring basic counselling skills of problem identification, and relationship building (e.g.
empathy, listening, paraphrasing, unconditional positive regard).
• Developing qualities of an effective counsellor including increasing self-awareness,
reflexivity, self-monitoring and objectivity.
• Helping clients having mild concerns in life; for instance acting as peer counsellors in the
college/community.
UNIT 1
Introduction: Nature and Goals; Counselling as a profession: Professional Ethics (Latest Version
Of American Counselling Association – ACA); The Effective Counsellor: Personality
Characteristics; Status of Counselling Psychology in India
UNIT 2
Therapeutic Process: Building Therapeutic Relationships; Working in a Theraputic Relationship;
Termination
UNIT 3
Techniques of Counselling: Psychoanalytic Techniques; Humanistic Techniques; Behavioral
Techniques; Cognitive Techniques; Indian Techniques: Yoga and Meditation
UNIT 4
Applications: Child Counselling; Family Therapy; Career Counselling; Crisis Intervention:
Suicide, Grief, and Sexual Abuse
PRACTICAL
Any two practicum based on topics in C-PSY-14 in groups of 10-12 students per class
REFERENCES
Corey, G. (2009). Counselling and Psychotherapy: Theory and Practice (7th Ed.) New Delhi:
Cengage Learning.
Friedlander, M.L. & Diamond, G.M. (2012). Couple and Family Therapy. In E.M. Altmaier and
J.C. Hansen (Eds.) The Oxford Handbook of Counselling Psychology. New York: Oxford
University Press.
Gladding, S. T. (2012). Counselling: A Comprehensive Profession. (7th Ed) New Delhi. Pearson.
Hansen, J.C. (2012). Contemporary Counselling Psychology. In E. M. Altmaier and J.C. Hansen
(Eds). The Oxford Handbook of Counselling Psychology. New York: Oxford University Press.
Kapur, M. (2011). Counselling Children with Psychological Problems. New Delhi, Pearson.
Rao, K. (2010). Psychological Interventions: From Theory to Practice. In G. Misra (Ed):
Psychology in India. Volume 3: Clinical and Health Psychology. New Delhi. ICSSR/ Pearson.
Seligman, L. & Reichenberg , L.W.(2010). Theories of Counseling and Psychotherapy: Systems,
Strategies, and Skills (3rd Ed). New Delhi: Pearson.
Sharf, R. S. (2012). Theories of Psychotherapy & Counselling: Concepts and Cases (5th Ed).
Boston: Brooks/ Cole Cengage Learning.
Udupa, K. N. (1985). Stress and its Management by Yoga. Delhi: Motilal Banarsidas.
Ziomek-Daigle,J.(2018). Counseling children and adolescents: Working in school and Mental
Health Settings, New Delhi: Routledge.
Belkin, G. S. (1998). Introduction to Counselling (3rd Ed.). Iowa: W. C. Brown.
Capuzzi,D. &Gross, D. R. (2007). Counselling and Psychotherapy: Theories and Interventions
(4th Ed.) New Delhi: Pearson.
Geldard, K. & Geldard, D. (2011). Counselling Children: A Practical Introduction (3rd Ed.)
New Delhi: Sage.
Gibson, Robert, L. Mitchell, Marianne, H. (2015). Introduction to Counselling and Guidance (7th
Ed.). New York: Pearson.
James, R. K. (2008). Crisis Intervention Strategies (6th Ed.). Australia. Thomson Brooks/Cole.
Hillman, J.L (2002). Crisis Intervention and Trauma: New approaches to evidence-based
practice. New York: Kluwer Academic/Plenum Publishers.
S.N. & Sahajpal, P. (2013). Counselling and Guidance. New Delhi: Tata McGraw Hill.

This paper provides an in-depth overview of the dominant theoretical and empirical trends in an
important subfield of psychology - counselling psychology. An endeavour will be made to create
a learning environment for students in which the excitement of learning psychology is enhanced,
and basic counselling skills are imparted. The curriculum may be transacted using several
pedagogical methods such as lectures, technology-enabled learning, classroom discussions, use
of case studies/films and documentaries/fiction, role plays, field visits, workshops etc. The
practical components attached to this paper allow students the opportunities to design research
ASSESSMENT METHODS
KEYWORDS
Ethics of counselling; Process of counselling; Techniques; Crisis Intervention
ELECTIVE: DISCIPLINE SPECIFIC DSE (ANY 4) (2 IN SEMESTER- V AND
2 IN SEMESTER-VI)
DSE-PSY-01: POSITIVE PSYCHOLOGY

Discipline Specific Elective - (DSE) Credit: 6

• Appreciating and understanding the meaning and conceptual approaches to positive
psychology.
• Being able to understand the how positive emotional states contribute to resilience, happiness,
and wellbeing.
• Learning the various pathways through which cognitive states and processes influence self-
efficacy, optimism and wellbeing.
• Being able to identify the applications of positive psychology.
UNIT 1
Introduction: Positive Psychology: An Introduction, Perspectives on Positive Psychology:
Western and Eastern, Character Strengths and Virtues
UNIT 2
Positive Emotional States and Processes: Happiness and Well being, Positive Emotions,
Resilience
UNIT 3
Cognitive States and Processes: Self-efficacy, Optimism, Hope, Wisdom, Flow
UNIT 4
Applications: Work, Education, Ageing
REFERENCES
Baumgardner, S.R., & Crothers, M.K. (2010). Positive Psychology. Upper Saddle River, New
Jersey.: Prentice Hall.
Carr, A. (2004). Positive Psychology: The Science of Happiness and Human Strength. London,
UK: Routledge.
Seligman, M.E.P. (2002). Authentic Happiness: Using the New Positive Psychology to Realize
Your Potential for Lasting Fulfillment. New York: Free Press/Simon and Schuster.
Snyder, C.R., & Lopez, S.J.(2007). Positive Psychology: The Scientific and Practical
Exploration of Human Strengths. Thousand Oaks, CA: Sage.
Compton, W.C., & Hoffman, E. (2012). Positive Psychology: The Science of Happiness and
Flourishing. Wadsworth: Cengage Learning.
Peterson, C. (2006). A Primer in Positive Psychology. New York: Oxford University Press
Snyder, C. R., & Lopez, S. (Eds.) (2002). Handbook of Positive Psychology. New York: Oxford
University Press.
The curriculum of the three year course is to be transacted using several pedagogical methods
such as lectures, technology-enabled learning, experiential exercises, classroom discussions, use
of case studies/films and documentaries/fiction, field visits, workshops etc. Since psychology is
largely an empirical study, research studies are to be emphasized while teaching. Examples from
real life, films and fiction will be frequently drawn upon to make concepts come alive and
resonate with the lives of students. Tutorial activities constitute a vital component of the
teaching-learning process in psychology. They are geared towards providing students the much
needed space for personal reflection, clarify doubts arising out of subject matter, practice writing
skills, make presentations on psychological topics, review research papers, and design small
research studies. In addition to academic deliberations, it allows an informal space for personal
disclosures and discussions that help create non-hierarchical relationships- imperative in a
discipline like psychology.
ASSESSMENT METHODS
The assessment of students' achievement in the course will be assessed on their understanding of
disciplinary knowledge and their ability to express their knowledge accurately. A variety of
assessment methods can be used in the assessment: written assignments, class tests, term papers,
project work, class presentations, individual or collaborative research projects, open book tests,
class tests, home assignments, quizzes, objective type tests, oral tests, etc. Students may be
evaluated on the basis of comprehensiveness of information and argument presented, review of
past literature, critical reasoning and presentation skills.
KEYWORDS
Happiness, well-being, emotions
DSE-PSY-02: HUMAN RESOURCE MANAGEMENT


• Developing the basic ability to assist HR departments in fulfilling human resource functions,
particularly related to recruitment, selection, performance appraisal, and training.
• Developing skills to conduct job analysis that could form the basis of selection instruments as
well as performance appraisal system.
• Developing multi-cultural understanding of HRM and sensitivity towards diversity.
UNIT 1
Introduction to Human Resource Management (HRM): Strategic and traditional HRM; HRM and
HRD, Issues in HRM
UNIT 2
Person-Organization Fit: Job analysis; Recruitment and Selection; Performance Appraisal
UNIT 3
Human Resource Development: Training (Identification of training needs; Techniques of
training; Evaluation of training); Organizational Development (any one model and techniques)
UNIT 4
International human resource management (IHRM): The Context of Globalization;
Understanding Cultural differences (Hofstede); Policies and Practices in the Multinational
Enterprise; Expatriate Failure
REFERENCES
Aamodt, M.G. (2015). Industrial/ Organizational Psychology (8th Ed.). UK: Cengage Learning.
Briscoe, D. R., Schuler, R. S. & Claus, L. (2009). International Human Resource Management:
Policies and Practices for Multinational Enterprises. (3rd Edition). New York: Routledge.
Dessler, G., &Varkkey, B. (2011). Human Resource Management (12th Edition). New Delhi,
India: Pearson Education.
DeCenzo, D.A. & Robbins, S.P. (2006). Fundamentals of Human Resource Management. (8th
Edition). New York: Wiley.
Jex, S.M. & Britt, T.W. (2014). Organizational Psychology: A Scientist-Practitioner Approach
(3rd Edition). New York: Wiley.
Tayeb, M. H. (2005). International Human Resource Management: A Multinational Company
Perspective. New York: Oxford University Press.
Ahuja, K.A., Padhy, P., & Srivastava, G. (2018). Performance Appraisal Satisfaction and
Organizational Commitment. The Indian Journal of Industrial Relations, 53(4), 675- 692.
Banfield, P., & Kay, R. (2011). Introduction to Human Resource Management (2nd Edition).
New Delhi: Oxford University Press.
Bhatnagar, J. & Budhwar, J. (2009). The Changing Face of People Management in India.
London: Routledge.
Chadha, N.K. (2005). Human Resource Management: Issues, Case studies and Experiential
Exercises. (3rd Edition) New Delhi: Sai Printographers.
Harzing, A-W., & Pinnington, A.H. (Eds.) (2014). International Human Resource Management
(4th Edition) New Delhi: Sage.
Khandelwal, K.A. (2009). In Search of Indianness: Cultures of Multinationals. New Delhi:
Kanishka Publishers.

The curriculum is to be transacted using several pedagogical methods such as lectures,
technology-enabled learning, experiential exercises, classroom discussions, use of case
studies/films and documentaries/fiction, field visits, workshops etc. Since psychology is largely
an empirical study, research studies are to be emphasized while teaching. Examples from real
life, films and fiction will be frequently drawn upon to make concepts come alive and resonate
with the lives of students. Tutorial activities constitute a vital component of the teaching-learning
process in psychology. They are geared towards providing students the much needed space for
personal reflection, clarify doubts arising out of subject matter, practice writing skills, make
presentations on psychological topics, review research papers, and design small research studies.
In addition to academic deliberations, it allows an informal space for personal disclosures and
discussions that help create non-hierarchical relationships- imperative in a discipline like
psychology.
ASSESSMENT METHODS
The assessment of students’ achievement in the course will be assessed on their understanding of
assessment methods can be used: written assignments, class tests, term papers, project work,
class presentations, individual or collaborative research projects, open book tests, class tests,
home assignments, quizzes, objective type tests, oral tests, etc. Students may be evaluated on the
basis of comprehensiveness of information and argument presented, review of past literature,
critical reasoning and presentation skills.
KEYWORDS
Job Analysis, Training, Performance Appraisal, International HRM
DSE-PSY-03: HEALTH PSYCHOLOGY


• Understanding health psychology and the relation between mind and body.
• Identifying the characteristics of healthy behaviours and promoting them.
• Understanding a variety of health enhancing behaviours and the importance of exercise,
nutrition, safety and management of pain and stress.
• Developing an understanding of pursuing research in health psychology domains and
developing interventions.
UNIT 1
Introduction to Health Psychology: Mind and Body Relationship, Components of Health: Social,
Emotional, Cognitive and Physical Aspects, Relationship Between Health and Psychology,
Cultural Construction of Health, Goals of Health Psychology, Bio-Psychosocial Model of
Health, Indian Model of Health
UNIT 2
Behavior and Health: Characteristics of Health Behaviour; Barriers to Health Behaviour;
Theories of Health Behavior (Health –Belief Model, Theory of Planned Behavior, Stages of
Change Model)
UNIT 3
Health Promotion and Management: Exercise, nutrition, Indian Healing Techniques (Ayurveda,
Traditional Healing), Stress and Coping
UNIT 4
Interventions and Research in Health Psychology: Emotions, Culture and Health, Research on
Health Psychology in India
REFERENCES
Dalal, A.K. (2016). Cultural Psychology of Health in India. Delhi: Sage.
DiMatteo, M. R., & Martin L. R. (2011). Health Psychology. Noida: Dorling Kindersley.
Marks, D.F., Murray, M., Evans, B., & Estacio, E.V.(2011). Health Psychology (3rd Edition).
London: Sage.
Sarafino, E.P., & Smith, T.W. (2016). Health Psychology: Bi- psychosocial Interactions (9th
Edition). New York: Wiley.
Taylor, S.E. (2017). Health Psychology (10th Edition). Delhi: Tata McGraw Hill.
Allen, F. (2011).Health Psychology and Behaviour. Delhi: Tata McGraw Hill.
Misra, G. (1999).Stress and Health. New Delhi: Concept.
Sanderson, C.A. (2018). Health Psychology: Understanding the Mind-body Connection (3rd
Edition). London, UK: Sage Publishers.
Wadhwa, S. (2017) (Ed.). Stress in the Modern World. Santa Barbara, California: Greenwood.

psychology.
ASSESSMENT METHODS
KEYWORDS
Health, Behavior, Interventions, Exercise
DSE-PSY-04: COMMUNITY PSYCHOLOGY


• Understanding the role of Psychology in community development.
• Developing an appreciation of the core values that guide community psychology and facilitate
community functions.
• To understand the link between individuals and communities and deal with social issues more
effectively.
• Developing insights with respect to health promotion programs in communities, community
programme for child and maternal health, for physically challenged and elderly people in the
Indian context, through case studies.
UNIT 1
Introduction: Definition of Community Psychology; Types of Communities; Models; Methods of
Community Psychology Research
UNIT 2
Core Values: Individual and Family Wellness; Sense of Community; Respect for Human
Diversity; Social Justice; Empowerment and Citizen Participation; Collaboration and
Community Strengths.
UNIT 3
Communities as Setting for Health Promotion: Process of Community Organization for Health
Promotion, Community Program for Child and Maternal Health, Physically Challenged and Old
Age in the Indian Context.
UNIT 4
Interventions: Community Development and Empowerment; Case Studies of Community
Intervention Programs by the Governmental and Non-governmental Organizations in Indian
Context such as Rural Panchayat Programs, Children’s Education, Citizen Right, Self- Help
Group, Substance Abuse.
REFERENCES
Fetterman, D.M., Kaftarian, S.J. &Wandersman, A. (Eds.) (1996). Empowerment Evaluation.
New Delhi: Sage Publication.
Kloos B. Hill, J Thomas, Wandersman A, Elias M.J. & Dalton J.H. (2012). Community
Psychology: Linking Individuals and Communities. Singapore: Wadsworth Cengage Learning.
McKenzie, J. F. Pinger, R. R. &Kotecki, J. E. (2005). An Introduction to Community Health.
Burlington, MA, United States: Jones and Bartlett Publishers.
Misra, G. (Ed.) (2010). Psychology in India, Vol. 2: Vth ICSSR Survey of Psychology. New
Delhi: Pearson.
Poland, B. D., Green, L.W. & Rootman, I. (2000). Setting for Health Promotion: Linking Theory
and Practice. New Delhi: Sage Publication.
Banerjee, A., Banerji, R., Duflo, E., Glenneske, R., &Khenani, S. (2006). Can Information
Campaign Start Local Participation and Improve Outcomes? A Study of Primary Education in
Uttar Pradesh, India. World Bank Policy Research, Working Paper No.3967.Washington, DC:
World Bank.
Dalal, A.K. (2006) Social Interventions to Moderate Discriminatory Attitudes: The Case of the
Physically Challenged in India. Psychology, Health & Medicines, 11(3), 374–382.
Jiloha, R. C. (2017). Prevention, Early Intervention and Harm Reduction of Substance Use in
Adolescents. Indian Journal of Psychiatry, 59(1), 111-118.
Tomar, S. (2017, October 02).This Village in Madhya Pradesh Imbibed Bapu’s Teachings,
Became ODF in 2004. Retrieved from http://www.hindustantimes.com/bhopal

process in psychology. They are geared towards providing students the much-needed space for
psychology.
ASSESSMENT METHODS
KEYWORDS
Community Programs; Values; Health Promotion Programs in Communities
DSE-PSY-05: CULTURAL AND INDIGENOUS PSYCHOLOGY


• To understand the similarities and differences in cultural processes.
• To identify how culture helps to understand oneself.
• To learn the costs and benefits of cultural diversity and globalization on psycho-social
constructs.
• To understand the core concepts of Indian Psychology with its implications and
applications.
UNIT 1
Culture and Psychology: Cross Cultural Psychology, Cross Cultural Research, Cultural
Psychology, Indigenous Psychology, Post Colonial thought in Psychology: Theoretical and
Methodological implications; Indigenization of Psychology in India
UNIT 2
Cultural constitution of psychological processes- I: Self construals, developmental pathways and
Models of Family; Filial Piety in China; Indian Emotion of Lajja; Japanese experience of Amae
UNIT 3
Cultural constitution of psychological processes – II: Indian perspectives on cognition; Cultural
Psychology of Morality
UNIT 4
Globalization and Diasporas: Acculturation framework; Nature, psychological benefits and costs
of cultural competence; Migration; Management of multicultural identities; Rethinking culture
and identity in globalized world: Towards a transnational cultural psychology
REFERENCES
Berry, J.W., Poortinga, Y.H., Pandey, J. (1997). Handbook of Cross Cultural Psychology.
Theory and Method (Second Edition, Volume 1). M.A.: Allyn and Bacon.
Bonvillain, N. (2019). Cultural Anthropology. (4th Edition). New York: Pearson.
Kim, U., Shu, K., Yang, K.S. & Hwang, K.K. (2006). Indigenous and Cultural Psychology:
Understanding People in Context. London, UK: Springer.
Matsumoto, D., & Juang, L. (2016). Culture and Psychology. (6th Edition). Boston, MA:
Cengage Learning.
Miller, B.D.(2015). Cultural Anthropology. (6th Edition). New York: Pearson.
Rao, K. R. (2011). Indian Psychology: Implications and Applications. In Cornelissen, R.M.,
Misra, G. & Varma, S. (Eds.), Foundation of Indian Psychology: Theories and Concepts, Vol, 1.
New Delhi: Pearson.
Sinha, J. B. P. (2002). Towards Indigenization of Psychology in India. In Misra, G. & Mohanty,
A.K. (Eds.). Perspectives on Indigenous Psychology (pp. 440-457). New Delhi: Concept
Publishing Company.
Smith, P.B., Bond, M. H., &Kagitcibasi, C. (2006). Understanding Social Psychology across
Cultures: Living and Working in a Changing World. London: Sage.
Adair, J. G. (2002). How International is International Psychology? International Journal of
Psychology, 37, 160-170.
Allwood, C.M. (2018). The Nature and Challenges of Indigenous Psychologies. Cambridge, UK:
Cambridge University Press.
Auluck, S. (2002). Self and Identity. In Misra, G. & Mohanty, A.K. (Eds.), Perspectives on
Indigenous Psychology. New Delhi: Concept Publishing Company.
Bhatia, S. (2007). Rethinking Culture and Identity in Psychology: Towards a Transnational
Cultural Psychology. Journal of Theoretical and Philosophical Psychology, 27-28(2-1), 301-
321.
Mathijs, C. R. M., Misra, G. & Verma, S. (2011). Foundation of Indian Psychology: Theories
and Concepts. (Volume 1). New Delhi: Pearson.
Jain, U. (2002). An Indian Perspective on Emotions. In Misra, G. & Mohanty, A.K. (Eds.),
Perspectives on Indigenous Psychology. New Delhi: Concept Publishing Company.
Katz, R. (2017). Indigenous Healing Psychology: Honoring the Wisdom of the First Peoples.
Canada: Healing Arts Press.
Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for Cognition, Emotion
and Motivation. Psychological Review, 98(2), 224-253.
Misra, G., & Gergen, K. J. (1993). On the place of culture in psychological science. International
Journal of Psychology, 28, 225-243.

psychology.
ASSESSMENT METHODS
Since the objective of the paper is to enhance core psychological skills in varied contexts, a
number of assessment methods can be used in the assessment: home assignments, class tests,
term papers, project work, class presentations, individual or collaborative research projects,
quizzes, participation in experiential activities, etc. Students may also be evaluated on the basis
of self assessment and peer assessment with respect to the particular skills learnt.
KEYWORDS
Culture; Self; Identity
DSE-PSY-06: PROJECT/ DISSERTATION


• Conceptualizing a research problem based on the basic and applied orientation of research.
• Executing a research plan through systematic application of knowledge about appropriate
sampling, suitable research designs, relevant research tools, standardized conduction, accurate
data analysis techniques and adhering to ethical guidelines.
• Reporting research outcomes in a standardised, universally acceptable and comprehendible
format.
• Gaining insights about the domain researched and critically reflecting on the steps of the
research process.
UNIT 1
Abstract & Introduction: Understanding the area of research, ethical guidelines of research, and
finalisation of Topic; Theoretical underpinnings
UNIT 2
Review of Literature: Understanding and exploration of related research in the discipline
UNIT 3
Methodology: Designing the Study, Methods of Data Collection as per the requirements of the
topic and design
UNIT 4
Data Analysis & Discussion: Qualitative and/or Quantitative Analysis as per the design and aims
of the research
REFERENCES
Latest APA manual for dissertation
As per the area of work

The project/dissertation require one-on-one supervision of the student with a faculty member. It
is intensive learning and application of knowledge in a specialized domain. The aim to closely
mentoring is to help talented students perform to the best of their capacities, while developing
critical abilities and research skills. It is encouraged that the students, in addition to discussing
their work with their respective supervisors, also keep in active touch with their peers who have
opted for the same paper. This will foster a positive engagement with the research possibilities in
the discipline as well as encourage peer learning. The writing, researching and analysis of data
and/or text are to be done in consultation with the faculty supervisor. Project should be offered
only in Semester VI and only to some students who are interested in pursuing serious research,
keeping in mind other logistical constraints. The remaining students will be offered another DSE
in lieu.
ASSESSMENT METHODS
• The research done can either be empirical/data based (quantitative, qualitative, or mixed-
methods) or it can be in the form of a critical review of research and theory. The norms for
Project are one class per week per student (1 credit). The remaining 5 credits shall be endorsed
by the supervisor for library visits, field visits, laboratory work, participants’ engagement, data
collection, data analysis, and other project related work.
• The dissertation must be written in the APA format, not more than 50 pages (excluding
references and appendices), with 1.5 spacing, both sides typed and soft bound.
• The marks distribution for Project should be as follows: (a) Report: 75 marks (b) Viva: 25
marks The thesis is to be evaluated for 75 marks as per the following breakup:
Abstract: 5 marks
Introduction (includes literature review and present study): 15 marks
Method: 20 marks
Results and Discussion: 30 marks
References: 5 marks
There should be one internal examiner and one external examiner to evaluate the thesis and for
viva.
KEYWORDS
Project, Research, Field Study, Data, Discussion, APA
DSE-PSY-07: PSYCHOLOGICAL PERSPECTIVES IN EDUCATION


• Understanding the meaning and processes of education at individual and social plains in the
Indian context.
• Demonstrating an appreciation of the role of the teacher in education.
• Understanding the social processes within the classroom and broader societal contexts that
shape student’s learning outcomes.
• Developing an insight into the notion of inclusivity in education.
UNIT 1
Education and Psychology: An Introduction: Education as a Discipline, Education & Schooling;
Contributions of Psychology to Education; ‘Child-centred’ and ‘progressive’ education
UNIT 2
Debates and Issues in Educational Psychology: De-constructing childhood; Role of Play in
Education; Role of a teacher: Teacher as a potter, as gardener, as animal-trainer, as priest,
education as dialogue
UNIT 3
Classroom Management & Assessment: Issues related to Classroom Management, Discipline
and Control: Behavioural objective myth, the law and order myth, the myth of irresponsible
youth; Uses and abuses of psychological testing in education, The IQ controversy; Issues related
to Classroom Assessment & Evaluation: grades and grading, alternatives to traditional
assessment
UNIT 4
Inclusive Education: Dealing with Classroom Diversity: Inclusive Education: Nature, Concept &
Importance; Addressing classroom diversity: Gender, Socio-Economic Status, Caste, Regional,
Ethnic & Linguistic Diversity, Disability; Towards an inclusive classroom: Responsibilities of
Teachers towards learners with Diverse Needs, Issues related to Categorization & Labelling
REFERENCES
Combs, A. (1979). Myths in Education: Beliefs That Hinder Progress and Their Alternatives.
London: Allyn & Bacon.
Matthews, M. (1980). The Marxist Theory of Schooling: A Study of Epistemology and Education.
Sussex: The Harvester Press.
Patience, A. (2008). The Art of Loving In The Classroom: A Defence Of Affective Pedagogy.
Australian Journal of Teacher Education, 33(2). Retrieved from
http://dx.doi.org/10.14221/ajte.2008v33n2.4
Santrock, J.W. (2017). Educational Psychology (6th Edition). London, UK: Mc Graw Hill
Education.
Slavin, R. (2006). Educational Psychology: Theory and Practice. New York: Pearson.
Sutherland, M. (1988). Theory of Education. London: Longman.
Woolfolk, A. &Kapur, P. (2019). Educational Psychology (15th Edition). New Delhi: Pearson.
Bartlett, S., & Burton, D. (2012). Introduction to Education Studies. London: Sage.
Leicester, M. (2008). Creating an Inclusive School. London: Continuum International Publishing
Group.
Long, M. (2000). The Psychology of Education. Sussex: Routledge
Dearden, R. (1967). The Concept of Play. In R. Peters (Ed.) The Concept of Education. London:
Routledge & Kegan Paul.
Mertens, D.M .(2019). Research and Evaluation in Education and Psychology. Integrating
Diversity with Quantitative, Qualitative and Mixed Methods (5th Edition). London: Sage.
Morris, B. (1966). The Contribution of Psychology to the Study of Education. In J. Tibble (Ed.)
The Study of Education. London: Routledge & Kegan Paul.
Smith, M. (1977). The Underground and Education: A Guide to the Alternative Press. London:
Methuen & Co. Ltd.
Spring, J. (1975). A Premier of Libertarian Education. New York: Free Life Editions.
Wheldall, K.(2018). Developments in Educational Psychology. New Delhi: Routledge.

psychology.
ASSESSMENT METHODS
KEYWORDS
Education, learning, inclusivity, classrooms
DSE-PSY-08: PSYCHOLOGY OF DISABILITY

• To understand and conceptualize disability from the psychological perspective.
• To learn to identify the social, cultural, historical and political phenomena associated
with disability.
• To develop an understanding of various theories of disability.
• To be able design interventions to deal with disabilities.
UNIT 1
Conceptualizing Disability: An Introduction
Beliefs and attitudes towards disability, Definitional conundrum, Diagnosis and assessment and
its critique
Understanding Disability Policy in India: Equal opportunities Bill, Rehabilitation Council of
India, National Trust
Issues of language and its consequent labeling: How disability gets constructed: The power of
language
UNIT 2
Theorizing Disability: Charity Model: Welfare Model; Medical Model; Social Model: culture as
disability; Empowerment Model
UNIT 3
Making of a disabled Identity
Documenting Disability: Problems of Certification
Issues of Access: Built and Psychological, Issues of Education and Employment
Family, Care & Support Structures
Intimacy and Sexuality: Marriage, Companion relationships
UNIT 4
Designing Interventions: Psychotherapeutic approaches, Appreciating heterogeneity of different
disabilities; Contemporary debates: euthanasia and prenatal selection
REFERENCES
Chib, M. (2011). One Little Finger. New Delhi: Sage Publications Pvt. Ltd.
Dalal, A. K. (2002). Disability Rehabilitation in a Tradition Indian Society. In M. Thomas and
M. J. Thomas. (Eds), Selected Readings in Community Based Rehabilitation, Series 2, Asia
Pacific Disability Rehabilitation Journal, 1, 17-26.
Dalal, A. K., & Pande, N. (1999). Cultural Beliefs and Family Care of the Children with
Disability. Psychology and Developing Societies, 11, 55–75.
Ghai, A. (2015). Rethinking Disability in India. New Delhi: Routledge.
Goodley, D. & Lawthom, R. (2006). Disability and Psychology: Critical Introductions and
Reflections. London: Palgrave Macmillan.
Dalal, A.K. (2000a). Social Attitudes and Rehabilitation of People with Disability: The Indian
Experience. Arab Journal of Rehabilitation, 5, 15-21.
Dalal, A.K. (2000b). Living with a Chronic Disease: Healing and Psychological Adjustment in
Indian Society. Psychology and Developing Societies, 12, 67-82.
Dalal, A. K. (2011). Folk Wisdom and Traditional Healing Practices: Some Lessons for Modern
Psychology. In Mathijs, C., Misra. G., & Varma, S. (Eds.) Foundations of Indian Psychology:
Practical Applications (Vol. 2). New Delhi: Longman, Pearson Education.
Dalal, A .K., &Misra,G. (2010). The Core and Context of Indian Psychology. Psychology and
Developing Societies, 22(1), 121–155.
Ghai, A. (2006 [2003]) (Dis)Embodied Form: Issues of Disabled Women. New Delhi: Shakti
Books.
Ghai, A. (2010). Psychology of Disabled in Misra, G. (Ed.) Psychology in India: Advances in
Research. New Delhi: Pearson Education.

psychology.
ASSESSMENT METHODS
The assessment of students’ achievement in the course will be assessed on their understanding of
KEYWORDS
Disability, Empowerment, Language
DSE-PSY-09: PSYCHOLOGY OF PEACE


• To understand the concepts of peace and managing conflicts.
• To learn the various psychological perspectives of peace.
• To develop an integrated framework for building peace.
• To develop an insight into the process of peace in challenging situations.
UNIT 1
Introduction: Meaning of Peace, Psychology of Peace; Management to Transformation - Key
Concepts: Peacekeeping, Peacemaking, Peace-Building, Reconciliation, Conflict Management,
Conflict Resolution, Conflict Prevention, And Conflict Transformation
UNIT 2
Psychological Understanding of Peace and Conflict: Psychoanalytical - Freud, Vamik Volkan;
Social-Psychological – Herbert C. Kelman, Vollhardt & Bilali, Psychocultural Interpretations –
Marc Howard Ross; Exploring Indigenous Traditions (e.g. Satyagraha; Ahimsa, etc.)
UNIT 3
Building Peace: Structure, Process, Integrated framework for peace building, Peace Education
UNIT 4
Peace Process and Transformation: Kashmir, North-East – Manipur, Nagaland, Assam, Pakistan,
Northern Ireland- Inter-Community Diversity Network Model, South Africa – Truth And
Reconciliation Model, And Israel – Cross Community Network Model, Stories Of Peace
Challenge
REFERENCES
Christie, D. J., Hare, A. P., & Winter, D. D. (2001). Peace, Conflict and Violence: Peace
Psychology for the 21stCentury. Englewood Cliffs, New Jersey: Prentice-Hall.
Fox, M. A. (2014). Understanding Peace: A Comprehensive Introduction. New York:
Routledge.
Galtung, J., Jacobsen, C. G., & Brand-Jacobsen, K. F. (2002). Searching for Peace: The Road to
Transcend. London: Pluto Press.
Jeong, H, W. (2008). Understanding Conflict and Conflict Analysis. New Delhi: Sage.
Kelman, H. C. (2015). A Social-Psychological Approach to Conflict Analysis and Resolution, In
Sandole, D. J. D., Byrne, S., et al. Handbook of Conflict Analysis and Resolution (pp. 170-183).
London: Routledge.
Ofstad, O. (2015). Conflict Management in International Missions (1st Edition). London:
Routledge.
Vollhardt, J. K. & Bilali, R. (2008). Social Psychology Contribution to the Psychological Study
of Peace. Social Psychology, 39(1), 12-25.
Webel, C., & Galtung, J. (2007). Handbook of Peace and Conflict Studies. New York:
Routledge.
Bose, S. (2005). Kashmir at the Crossroads: Problems and Possibilities. In Das, S. K. (Ed.)
Peace Process and Peace Accord (pp. 142-171). New Delhi: Sage.
Das, S. K. (2005). Nobody’s Communiqué: Ethnic Accords in North-East. In Das, S. K. (Ed.)
Peace Process and Peace Accord (pp. 124-128). New Delhi: Sage.
Delahaye, P., & Krishnan, B. (2003). Imagine Nagaland: The Courage to be Positive. In
Sampson, C., Abu- Nimer, M., et al. (Ed.) Positive Approaches to Peace-building. Washington,
DC: Pact Publications.
Freud, S. (1930). Civilization and its Discontents. London, UK: Penguin Books.
Volkan, D. V. (1985). The Need to Have Enemies and Allies: A Developmental Approach.
Political Psychology, 6(2), 219-247.
Wallensteen, P. (2006).Understanding Conflict Resolution: War, Peace and the Global System.
London: Sage.

psychology.
ASSESSMENT METHODS
KEYWORDS
Peace Conflict Peace-Building
DSE-PSY-10: FORENSIC PSYCHOLOGY


• Being able to conceptualise forensic psychology as a distinct discipline within the wider field
of psychology as well as an understanding of its historical roots.
• Developing an understanding how various theories and principles of psychology are applied in
the court of law and criminal justice system.
• Understanding the roles of forensic psychologists and psychologists in court, and
demonstrating knowledge of key issues in forensic psychology including eyewitness testimony
and false confession.
• Developing a working knowledge and understanding of the basic theory and methods of
investigation used in forensic psychology
UNIT 1
Introduction: Defining Forensic Psychology; History of Forensic Psychology; Scope of Forensic
Psychology
UNIT 2
The Psychologist in Court: Expert Evidence, Forensic Reports; Pre-trial Preparation, Forensic
Portfolio; Examination in Chief, Cross Examination
UNIT 3
Eyewitness Testimony and False Confession: The Accuracy of Witness Evidence; Eyewitness
Evidence in Court; Consequences and Types of False Confession
UNIT 4
Profile Analysis: Nature of Profiling Work; FBI Profiling (Data Assimilation Stage, Crime Scene
Classification, Crime Scene Reconstruction, Profile Generation)
REFERENCES
Batchman, R., & Schutt, R. K. (2008). Fundamentals of Research in Criminology and Criminal
Justice. London: Sage.
Haward, L. (1981). Forensic Psychology. London: Batsford Academic and Educational Ltd.
Howitt, D. (2002). Forensic and Criminal Psychology. New Delhi: Prentice Hall.
Ross, F. D., Read, D. J., &Toglia, M. P. (1994). Adult Eyewitness Testimony. New York:
Webb, D. (2013). Criminal Profiling: An Introductory Guide. UK: Independent Publishing
Platform.
Wrightsman, L. S. & Fulero, S. M. (2008). Forensic Psychology (3rd Edition). Belmont, CA:
Wadsworth Publishing Co.
Loftus, E. F. (1996). Eyewitness Testimony: With A New Preface. Cambridge, MA: Harvard
University Press.

psychology.
ASSESSMENT METHODS
critical reasoning and presentation skills
KEYWORDS
Eyewitness testimony; profile analysis; crime
DSE-PSY-11: INTRODUCTION TO INDIAN PSYCHOLOGICAL THOUGHT


• To develop an understanding of the concepts of Indian psychological thought.
• To understand the process of self and personality from a developmental perspective and its
involvement in health and healing.
• To facilitate an understanding into mapping selfhood in the context of relationships,
motivation, action and agency.
• To learn to formulate strategies to address issues in therapeutic, educational and
organizational settings from the indigenous Indian perspective.
UNIT 1
Introduction: Core Components of Indian Psychological Thought, Consciousness, Personality
Development
UNIT 2
Self Development: Development of Self, Emotions, Attitudes with Implications upon Individuals
Development and Meaning in Life
UNIT 3
Karma Theory: Concept of Karma Yoga, Regulation of Behaviour and it’s Applications for
Human Behaviour
UNIT 4
Applications of Indian psychology in counselling, education and health
REFERENCES
Bhawuk, D, (2011). Spirituality and Indian Psychology: Lessons from the Bhagavad Gita. New
Delhi: Springer.
Rao, K, R. & Paranjpe, A.C. (2017). Psychology in the Indian Tradition. New Delhi: D.K.
Printworld.
Rao, K, R., Paranjpe, A.C. & Dalal, A.K. (Eds.) (2008). Handbook of Indian Psychology. New
Delhi: Cambridge University Press.
Rama, S. (2007). Perennial Psychology of the Bhagvad Gita. New Delhi: Himalayan Institute
Press.
Dalal, A. S. (Ed.) (2001). Living Within. Pondicherry: Sri Aurobindo Ashram Trust.
Hiriyanna, M. (2000). The Essentials of Indian Philosophy. New Delhi: Motilal Banarsidas
Publishers.
Yogananda (146/1975). Autobiography of a Yogi. Bombay: Jaico.

psychology.
ASSESSMENT METHODS
KEYWORDS
Self, Personality, Emotions
DSE-PSY-12: ENVIRONMENTAL PSYCHOLOGY

• Developing an understanding of the environmental consequences on our emotions,
cognitions and behaviours.
• Understanding pro-environment behaviours and human-environment transaction, and
being able to design behavioural interventions to minimize the adverse effects of anti-
environment behaviour.
• Learning about the influence of climate change on psycho-social health and wellbeing.
• Developing an insight into the processes related to environmental sustainability.
• Forging interdisciplinary understanding and research possibilities.
UNIT 1
Perceiving the Environment: Understanding the Environment and Need for Conservation; How
Environment Influences Our Cognition, Emotions and Actions
UNIT 2
Pro-Environment Behaviors: Awareness of Natural Resources, Barriers to Engaging in Pro-
environmental Behaviour; Change of Attitude and Behaviors for Conservation of Natural
Resources and Reducing Pollution, Psycho-Social Implications, Pro-Environment Action, Waste
Management
UNIT 3
Climate Change: Cognitive, Motivational, Socio-Cultural Factors, Environmental Predictors of
Climate Change and Its Implication on Health and Wellness
UNIT 4
Towards Sustainability: Cognitive and Behavioral Consequences of Resource Scarcity (Water,
Energy, Food, Money Etc.); Developing Behavioural and Psychological Interventions To
Resolve The Issues
REFERENCES
Bonnes, M. & Secchiaroli, G. (1995). Environment Psychology: A Psycho-social Introduction.
London: Sage Publications.
Fisher, J.D., Bell, P.A., & Baum, A. (1984). Environmental Psychology. NY: Holt, Rinchart &
Winston.
Jain, U. (1987). The Psychological Consequences of Crowding. New Delhi: Sage.
Steg, L., Berg, A. & Groot, J. (2019). Environmental Psychology: An Introduction. BPS
Blackwell, UK: John Wiley.
Cassidy, T (1997). Environmental Psychology: Behaviour and Experience in Context. UK:
Psychology Press.
Jain, U., & Palsane, M. N. (2004). Environment and Behaviour. In J. Pandey (Ed.), Psychology
in India Revisited: Developments in the Discipline Vol. 3: Applied Social and Organizational
Psychology. New Delhi: Sage.
Nagar, D. (2006). Environmental Psychology. New Delhi: Concept.
Winter, D. D. N. (2015). Psychology for Sustainability (4th Edition). London, UK: Routledge.

psychology.
ASSESSMENT METHODS
KEYWORDS
Pro-Environment Behavior, Man-Nature Connection, Climate Change and Behaviour
DSE-PSY-13: COGNITIVE PSYCHOLOGY


• To study the history and concepts of cognitive psychology.
• To understand different methods of cognitive and neuro-psychological research.
• Being able to understand attention, language, problem solving and decision making
processes.
UNIT 1
Introduction to Cognitive Psychology: History, Approaches and Methods of Cognitive
Psychology and Neurosciences; States of Consciousness- Modern Theories of Consciousness;
Metacognition
UNIT 2
Attention: Nature of Attention; Selective Attention; Divided Attention; Attention and the Effects
of Practice- Stroop Task; Habituation and Adaptation
UNIT 3
Language: Structure and Properties of Language; Language Comprehension and Production;
Theories of Language; Language and Cognition
UNIT 4
Problem Solving and Decision Making: Concept and Categorization; Methods & Blocks to
Problem Solving; Models of Decision Making
REFERENCES
Atkinson R.L., Atkinson R.C., Smith E.E., Bem D.J. (1993). Introduction to psychology, (11th
ed.). Fort Worth, TX: Harcourt Brace Jovanovich.
Galotti, K.M. (2008). Cognitive Psychology: In and Out of the Laboratory (4th Edition).
Belmont, CA: Thomson Wadsworth.
Gilhooly K. J., Lyddy Fiona M., Pollick F. (2014). Cognitive Psychology. New York: McGraw-
Hill. ISBN: 9780077122669.
Smith. E.E. & Kosslyn, S.M. (2007). Cognitive Psychology: Mind and Brain. Upper Saddle
River, N.J.: Pearson/Prentice Hall.
Solso, L. R. & MacLin, O.H. (2008). Cognitive Psychology (8th Edition). University of Northern
Iowa: Pearson Education.
Sternberg, R.J. & Sternberg, K. (2012). Cognitive Psychology (6th Edition). Wadsworth:
Cengage Learning.
Danziger, K. & Dzinas, K. (1997). How Psychology got its Variables. Canadian Psychology, 38.
43-48.
Fox, D., Prilleltensky, I., & Austin, S. (Eds.). Critical Psychology: An Introduction (2nd
Edition.) Thousand, Oaks, CA: Sage.
Matlin, M.W. (2014) .Cognition (8th Edition). Delhi: Pearson.
Norenzayan, A. Choi. I and Peng, K. (2007). Perception and Cognition. In Kitayama, S. and
Cohen, D. (Eds.) Handbook of Cultural Psychology. New York: The Guildford Press.
Riegler , B.R., and Riegler, G.L. (2008). Cognitive Psychology: Applying the Science of the
Mind. New Delhi: Dorling Kindersley.
Sternberg, R.J. (2009). Applied Cognitive Psychology: Perceiving, Learning and Remembering.
Delhi: Cengage Learning India Private Limited.
Wang, Q. and Ross, M. (2007). Culture and Memory. In Kitayama, S. and Cohen, D. Eds.
Handbook of Cultural Psychology. New York: The Guildford Press.

This paper provides an in-depth overview of the dominant theoretical and empirical trends in the
field of cognitive psychology. An endeavour will be made to create a learning environment for
students in which the excitement of learning psychology is enhanced, complexities of and
debates within the discipline are rigorously interrogated and its unique relevance in
understanding the human mind as shaped by the social, historical and political is dwelt upon. The
field visits, workshops etc. Tutorial activities constitute a vital component of the teaching-
learning process in this paper. The tutorial exercises are geared towards providing students the
much needed space for personal reflection, clarify doubts arising out of subject matter, practice
writing skills, make presentations on related topics and review research papers.
ASSESSMENT METHODS
KEYWORDS
Fields of Psychology, Perception, Memory, Learning
ABILITY ENHANCEMENT ELECTIVE COURSE (AEEC) (SKILL BASED-

SEC) (ANY 2: 1 IN SEMESTER III AND 1 IN SEMESTER IV)
SEC-PSY-01: EMOTIONAL INTELLIGENCE

Skill-Enhancement Elective Course - (SEC) Credit: 4

• To understand the theoretical concept of emotional intelligence and its various models
• To foster the ability to identify and manage one’s own emotions, as well as the emotions of
others
• Help students deal with negative emotional states and promote more positive emotions in
its place
• To understand the application of emotional intelligence in myriad settings, such as the
workplace, relationships, etc.
UNIT 1
Introduction: Emotional Intelligence; Models of Emotional Intelligence; EQ Competencies: Self-
Awareness, Self-Management, Empathy, and Interpersonal Skills; Importance of Emotional
Intelligence
UNIT 2
Knowing one’s own and other’s emotions: Levels of emotional awareness; Recognizing
emotions in oneself; The universality of emotional expression; Perceiving emotions accurately in
others
UNIT 3
Managing Emotions: The relationship between emotions, thought and behaviour; Techniques to
manage emotions
UNIT 4
Applications of Emotional Intelligence: Workplace; Relationships; Academics
REFERENCES
Anand, P. (2017). Emotional Intelligence: Journey to Self Positive. New Delhi: The Readers
Paradise.
Bar-On, R., & Parker, J.D.A. (Eds.) (2000). The Handbook of Emotional Intelligence. San
Francisco, California: Jossey Bros.
Goleman, D. (1995). Emotional Intelligence. New York: Bantam Book.
Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.
Singh, D. (2003). Emotional Intelligence at Work (2nd ed.). New Delhi: Response Books.

This skill-oriented paper helps students to learn and apply knowledge of emotional intelligence
in personal as well as social contexts. A non-judgmental reflective process may be nurtured.
Participatory learning, using various pedagogical tools - such as presentations, class
discussions, case analysis, peer mentoring, use of ICT tools may be encouraged. A non-
judgmental reflective process may be nurtured for self introspection, for cultural rediscovery,
for engaging with and embracing difference, for self transformation, of not just the students but
also the teachers. Simulation exercises, experiential activities, role play and diary method
(maintaining a journal about own emotions, thoughts and desires) can be important tools used
by teachers. This will create a learning environment for students in which the excitement of
learning psychology is enhanced.
ASSESSMENT METHODS
KEYWORDS
EI, Leadership, Managing Emotions
SEC-PSY-02: STRESS MANAGEMENT


• To understand the nature of stress and learn the skill to identify symptoms demonstrating
stress.
• To get an insight into the various environmental, social, psychological and physiological
concomitants of stress and develop skills to reduce the impact of these factors and
promote conditions that will reduce stress.
• To learn how stress impacts health and learn coping skills and resilience.
• To develop skills to manage stress by learning yoga, meditation, relaxation techniques and
cognitive skills to deal with stress.
UNIT 1
Stress: Introduction, Nature of Stress, Symptoms of Stress
UNIT 2
Sources of Stress: Environmental, Social, Physiological and Psychological
UNIT 3
Stress and Health: Effects of Stress on Health, Eustress
UNIT 4
Managing Stress: Methods - Yoga, Meditation, Relaxation Techniques, Problem Focused and
Emotion Focused Approaches
REFERENCES
DiMatteo, M.R., & Martin, L.R.(2017). Health Psychology. New Delhi: Pearson
Seaward, B.L. (2018). Managing Stress: Principles and Strategies for Health and Well-Being
(9th Edition). Burlington, MA: Jones & Bartlett Learning.
Udupa, K.N. (2008). Stress and its Management by Yoga (6th Edition). New Delhi: Motilal
Banarsidass Publishers.
Carr, A. (2011). Positive Psychology: The Science of Happiness and Human Strength. London,
UK: Routledge.
Lazarus, J. (2008). Stress Relief and Relaxation Techniques. Los Angeles: Keats Publishing.
Neiten, W. & Lloyd, M.A. (2007). Psychology Applied to Modern Life. Delhi: Thomson Delmar
Learning

This skill oriented paper helps students to learn and apply psychological knowledge in personal
as well as social contexts. A non-judgmental reflective process may be nurtured. Participatory
learning, using various pedagogical tools - such as presentations, class discussions, case analysis,
peer mentoring, use of ICT tools may be encouraged. A non-judgmental reflective process may
be nurtured for self introspection, for cultural rediscovery, for engaging with and embracing
difference, for self transformation, of not just the students but also the teachers. Simulation
exercises, experiential activities, role play and diary method can be important tools used by
teachers. This will create a learning environment for students in which the excitement of learning
psychology is enhanced.
ASSESSMENT METHODS
KEYWORDS
Stress, Health, Stress-management
SEC-PSY-03: EFFECTIVE DECISION MAKING


• To learn decision making skills.
• To develop an understanding into the choices that one has about one’s career.
• To promote skills pertaining to interpersonal relationships, conflict resolution and
negotiations.
• To develop skills enhancing competency at work.
UNIT 1
Introduction: What is Decision Making? Importance of Making Good Decisions
UNIT 2
Decisions regarding Career: Discovering Self and Creating a Healthy Acceptance of Self;
Learning to Connect with Self with Vocational Choices/Career
UNIT 3
Decision Making in Interpersonal Context: Learning About Conflict Management in
Interpersonal Relations; Negotiation
UNIT 4
Decision Making at the Workplace: Developing Competencies and Skills Required for Effective
Decision Making
REFERENCES
Adler, R.B., & Proctor, R.F. (2009). Communication Goals and Approaches. Delhi: Wadsworth
Cengage Learning.
Chadha, N.K. & Bhatia, H. (2014).Career Development: Different Voices, Different Choices.
New Delhi: The Readers Paradise.
Lewicki, R.J., Barry, B., & Saunders, D.M. (2015). Essentials of Negotiation. Dubuque:
McGraw-Hill Education.
Drucker, P.F. (1967). The effective decision. Harvard Business Review, 45(1), 92-98.
Sherfield, R.M., Montgomery, R.J., & Moody, P.G. (2009). Developing Soft Skills. Delhi:
Pearson Education.

This skill oriented paper helps students to learn and apply psychological knowledge of decision
making in personal as well as social contexts. Participatory learning, using various pedagogical
tools - such as presentations, class discussions, case analysis, peer mentoring, use of ICT tools
may be encouraged. Simulation exercises, experiential activities, role play, etc. can be important
tools used by teachers. This will create a learning environment for students in which the
excitement of learning psychology is enhanced.
ASSESSMENT METHODS
A number of assessment methods can be used in the assessment: home assignments, class tests,
KEYWORDS
Decision making, Conflict, Self, Negotiation
SEC-PSY-04: EDUCATIONALPSYCHOLOGY

• To learn the behavioral and social skills of imparting education.
• To develop cognitive skills that will enhance achievement, intelligence and creativity
among various groups.
• To enhance skills that will facilitate effective teaching in the classroom as well as
managing the classroom.
• To promote skills that will help to impart education to those with special needs.
UNIT 1
Introduction to Educational Psychology: Nature, Scope & Relevance of Educational Psychology;
Conceptual and Theoretical Perspectives in Educational Psychology: Behaviouristic and Social
Learning, Cognitive & Humanistic Perspectives, Constructivism
UNIT 2
Human Diversity and Education: Differences in Cognitive Styles & Learning Strategies,
Readiness for Learning & Classroom Achievement, Intelligence, Creativity & Personality;
Socio-cultural Differences: Gender, Socio- Economic Status, Regional, Ethnic & Linguistic
Diversity; Meta-cognitive strategies through self- reflective accounts of student’s own learning
methods and processes
UNIT 3
Effective Teaching and Classroom Management: Characteristics of Effective Teachers; Teaching
Methods & Issues related to Technological Advances; Classroom Management Exploring
different teaching-learning methods and reflecting on their importance in the teaching-learning
process; Understanding inclusive classroom practices through interview of educators and class-
room observations
UNIT 4
Exceptionality and Special Education: Conceptualizing Exceptionality: Categorization, Labelling
and its Educational Implications; Responsibilities of Teachers towards Learners with Special
Needs
REFERENCES
Santrock, J. W. (2017). Educational Psychology (6th Edition). New York: McGraw Hill
Education.
Slavin, R. (2008). Educational Psychology: Theory Into Practice, (9th ed.). Boston: Allyn and
Bacon.
Ormrod, J.E. & Jones, B. (2018). Essentials of Educational Psychology (5th Edition). New York:
Pearson.
Lahey, R.B., & Graham J. E. (2000). An Introduction to Educational Psychology (6th Ed.). New
Delhi: Tata McGraw Hill Publishers.
Woolfolk, A. (2018). Educational Psychology (14th Edition). Texas: Pearson.

This skill oriented paper helps students to learn and apply psychological knowledge in
educational settings. A non-judgmental reflective process may be nurtured. Participatory
learning, using various pedagogical tools - such as presentations, class discussions, case analysis,
peer mentoring, use of ICT tools may be encouraged. A non-judgmental reflective process may
be nurtured for self introspection, for cultural rediscovery, for engaging with and embracing
difference, for self transformation, of not just the students but also the teachers.Simulation
exercises, experiential activities, role play and diary method can be important tools used by
teachers. This will create a learning environment for students in which the excitement of learning
psychology is enhanced.
ASSESSMENT METHODS
KEYWORDS
Education, Cognition, Learning
SEC-PSY-05: HUMAN RESOURCE PRACTICES


• Giving an overview of the core HR practices in organizations, such as job analysis, selection,
training and performance appraisal
• Imparting basic psychological skills relevant for a practitioner in an organizational context
UNIT 1
Introduction to Human Resource Management; Job analysis: Importance; Techniques
UNIT 2
Employee Selection: Selection devices: CVs; Interview, Psychometric Testing, Developing Tests
for Selection; Conducting Effective Interviews
UNIT 3
Performance Appraisal: Relevance; Performance Appraisal Methods: Graphic Rating Scales,
Employee Comparison Methods, Behavioural Checklist and Scales; Feedback of Performance
Appraisal Information to Employees
UNIT 4
Training: Steps in Establishing a Training Program; Methods and Techniques of Training
REFERENCES
Aamodt, M. G. (1999). Applied Industrial/Organizational Psychology. New Delhi: Cengage
Learning.
Chadha, N.K. (2002). Human Resource Management: Issues, Case Studies & Experiential
Exercises. New Delhi: Shri Sai Printographers.
De Cenzo and Robbins, S.P. (2006). Fundamentals of Human Resource Management (8th ed).
New York: Wiley.
Muchinsky, P. (2006). Psychology Applied to Work: An Introduction to Industrial and
Organizational Psychology. Summerfield, NC: Hypergraphic Press.
Smither, R.D. (1988).The Psychology of Work and Human Performance. New York: Harper and
Row.
Bolander, P. & Sandberg, J. (2013). How employee selection decisions are made in practice.
Organization Studies, 34(3), 285-311.
Camp. R., Vielhaber, E.M., &Siminetti, L.J. (2001). Strategic interviewing: How to hire good
people. San Francisco: Jossey-Bass.
Martin, B. O. &Kolomitro, K. (2013). Training methods: A review and analysis. Human
Resource Development Review, 13(1), 11-35.
Poundtone, W. (2003). Beware the interview inquisition. Harvard Business Review, 81(5), 18-
19.
This skill oriented paper helps students to learn and apply basic HR skills in organizational
contexts. Participatory learning, using various pedagogical tools - such as presentations, class
discussions, case analysis, peer mentoring, use of ICT tools may be encouraged. Simulation
exercises, experiential activities, role play, etc. can be important tools used by teachers. This will
create a learning environment for students in which the excitement of learning psychology is
enhanced.
ASSESSMENT METHODS
KEYWORDS
Job analysis; Interview; Psychometric testing; Performance Appraisal; Training
SEC-PSY-06: PERSONAL GROWTH AND DEVELOPMENT


• To facilitate the process of self-discovery
• The development of emotional, cognitive and interpersonal competencies for personal
growth
• Effectively using the experiential learning paradigm
• Working through personal and interpersonal conflicts
UNIT 1
Understanding the Self: The self-concept and self-esteem; Facilitating self-awareness through
reflective exercises, JOHARI window, personal SWOT analysis, self-awareness
questionnaires/inventories
UNIT 2
Emotional Competence: Understanding and expressing emotions; Managing difficult emotions;
Applying emotional intelligence
UNIT 3
Cognitive Competence: Setting and achieving goals; Effective time management;
Metacognitive strategies
UNIT 4
Interpersonal Competence: Effective Interpersonal Communication (Conversational Skills,
Listening Skills, Reading Non-Verbal Messages, Improving Communication Climates);
Intimacy and Self-Disclosure in Close Relationships; Managing Interpersonal Conflicts
REFERENCES
Adler, R. B., & Proctor II, R.F. (2012). Looking out/Looking in (14th ed.). Boston, USA:
Wadsworth Cengage Learning
Haddon, P. F. (1999). Mastering Personal and Interpersonal Skills. London: Thorogood
Robbins, S.P. &Hunsaker, P. L. (2008).Training In Interpersonal Skills: Tips For Managing
People At Work (5th ed.).New Delhi: PHI Learning
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-
125.
Waters, S. H. & Schneider, W. (2010). Metacognition: Strategy Use and Instruction. New York:
Guilford Press.
Weiten, W. & Lloyd, M.A. (2006). Psychology Applied to Modern Life: Adjustment in the 21st
Century (8th ed.). Belmont, CA: Thomson Wadsworth.

The paper should offer a context for different kinds of subjectivities to emerge, to be expressed,
attended to, listened and held. A non-judgmental reflective process may be nurtured for self
introspection, for cultural rediscovery, for engaging with and embracing difference, for self
transformation, of not just the students but also the teachers. Participatory learning, using various
pedagogical tools - such as presentations, class discussions, case analysis, peer mentoring, use of
ICT tools may be encouraged. Simulation exercises, experiential activities, role play, etc. can be
important tools used by teachers.
ASSESSMENT METHODS
Since the objective of the papers is to enhance psychological skills pertaining to personal growth
and development, a number of assessment methods can be used in the assessment: home
assignments, class tests, term papers, project work, class presentations, individual or collaborative
research projects, quizzes, participation in experiential activities, etc. Students may also be
evaluated on the basis of self assessment and peer assessment with respect to the particular skills
learnt.
KEYWORDS
Self, Self awareness, Competence
SEC-PSY-07: PSYCHOLOGICAL SKILLS IN ORGANISATIONS

• To gain understanding of key human relations skills demanded at the workplace

• To develop key interpersonal skills and effective management behaviour
• To develop self-awareness and learn self management through coping with stress and time
management
• Demonstrating appropriate skills essential in communicating effectively
• To perform as a focused leader in today’s tough business environment by enhancing
competencies like assertiveness, delegation, problem solving, and conflict management
UNIT 1
Self Management and Social Awareness: Understanding Self-strengths and Weaknesses (Johari
window), Stress and Coping, Time Management
UNIT 2
Inter-personal Communication: Verbal (Oral, writing) and Non-verbal Communication at Work,
Overcoming barriers to effective communication, Active Listening; Making effective
presentations
UNIT 3
Leadership Development: Assertiveness, Effective Delegation, Problem Solving, Conflict
Management
UNIT 4
Team building: Characteristics of a team, Stages of team development; Diversity Management
REFERENCES
Greenberg, J. & Baron, R.A. (2007). Behaviour in Organizations (9th Ed.). Noida: Dorling.
Kindersley.
Hayes, J. (2002). Interpersonal Skills At Work (2nd edition). New York: Routledge.
Luft, J. & Ingham, H. (1955). The Johari window: A graphic model of interpersonal awareness.
Proceedings of the western training laboratory in group development. Los Angeles: UCLA.
Robbins, S.P. & Hunsaker, P.L. (2015). Training In Interpersonal Skills: Tips For Managing
People At Work (6th Edition). Delhi: Pearson.
Covey, S. R. (1989). The 7 Habits of Highly Effective People. New York: Fireside.
De Bono, E. (1985). Six Thinking Hats: An Essential Approach to Business Management. New
York: Little, Brown, & Company.
St. James, E. (2001). Simplify your work life: Ways to change the way you work so you have
more time to live. New York, NY: Hyperion.
Thomack, B. (2012). Time Management for Today’s Workplace Demands. Workplace Health &
Safety, 60(5), 201–203.
Thomas, K.W. and Kilmann, R.H. (1974). Conflict Mode Instrument. New York: Sterling Forest.
Tuckman, B.W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6),
384-399.

This skill oriented paper helps students to learn and apply psychological knowledge in work
contexts. A non-judgmental reflective process may be nurtured. Participatory learning, using
various pedagogical tools - such as presentations, class discussions, case analysis, peer
mentoring, use of ICT tools may be encouraged. A non-judgmental reflective process may be
nurtured for self introspection, for cultural rediscovery, for engaging with and embracing
difference, for self transformation, of not just the students but also the teachers. Simulation
exercises, experiential activities, role play, etc. can be important tools used by teachers. This will
create a learning environment for students in which the excitement of learning psychology and
developing skills is enhanced.
ASSESSMENT METHODS
KEYWORDS
Johari Window; Time Management; Communication; Assertiveness; Team Building; Diversity
Management
SEC-PSY-08: PSYCHOLOGY OF RELATIONSHIPS

• Increasing understanding regarding the dynamics of establishing, maintaining, and dissolving
relationships
• To foster an understanding of love as a psychological construct
• Developing insights about distress in relationships (divorce, break-up, etc.) as well as the
healing process
• Appreciating the importance of positive relational attitudes like self-acceptance, gratitude and
forgiveness for healthy relationships
UNIT 1
Social Psychology of Relationships: Psychology of Friendship (making friends, friendship and
social media; benefits and maintenance of friendships); Marriage (marriage for love versus
arranged marriage; the marital ideal: characteristics of an ideal partner, factors affecting marital
happiness)
UNIT 2
Love: Understanding love, Types of love; Theories of love (love styles; two-factor theory of
love; Sternberg’s triangular theory); Relationship satisfaction
UNIT 3
Distress in relationships: Jealousy, Infidelity, Breakup, Divorce
UNIT 4
Healing: Understanding the dynamics of broken and flourishing relationships; Practicing positive
relational attitudes like self-acceptance, gratitude, forgiveness
REFERENCES
Baron, R.A., Byrne, D. & Bhardwaj, G. (2010). Social Psychology (12th Ed.). New Delhi:
Pearson.
Diener, E., & Seligman, M. E. P. (2002). Very happy people. Psychological Science, 13, 81-84
Field, T., Diego, M., Pelaez, M., Deeds, O., & Delgado, J. (2010). Breakup Distress and Loss of
Intimacy in University Students. Psychology, 1(03), 173-177.
Gordon, A. M., Impett, E. A., Kogan, A., Oveis, C., & Keltner, D. (2012). To have and to hold:
Gratitude promotes relationship maintenance in intimate bonds. Journal of Personality and
Social Psychology, 103, 257-274.
Hatfield, E., Mo, Y.U, & Rapson, R.L. (2015). Love, sex and marriage across cultures. In
Jenson, L.A. (Ed.), The Oxford Handbook of Human Development and Culture: An
Interdisciplinary Perspective. New York: Oxford University Press.
Hojjat, M. & Moyer, A. (2016)(Eds.). The Psychology of Friendships. UK: Oxford University
Press.
Rye, M. S. & Kenneth I.P. (2002). Forgiveness and Romantic Relationships in College: Can It
Heal the Wounded Heart? Journal of Clinical Psychology, 58(4), 419–441.
Snyder, C. R., Lopez, S. J., & Pedrotti, J. T. (2011). Positive Psychology: The Scientific and
Practical Explorations of Human Strengths. New Delhi, India: Sage Pub. Chapter 12:
Attachment, love and Flourishing relationships.
Sternberg, R.J. & Weis, K. (2006)(Eds.). The New Psychology of Love. New Haven, CT,
US: Yale University Press.
Wilerton, J. (2010). The Psychology of Relationships. New York: Red Globe Press
Diener, E., & Oishi, S. (2005). The nonobvious social psychology of happiness. Psychological
Inquiry, 16, 162-167.
Dutton, D. G. & Aron, A. P. (1974). Some evidence for heightened sexual attraction under
conditions of high anxiety. Journal of Personality and Social Psychology, 30, 510–517.
Gala, J., & Kapadia, S. (2013). Romantic relationships in emerging adulthood: A developmental
perspective. Psychological Studies, 58(4), 406-418.
Salvatore, J.E., Kuo, S.I., Steele, R.D., Simpson, J.A., & Collins, W.A. (2011). Recovering from
conflict in romantic relationships: A developmental perspective. Psychological Science, 22, 376-
383.
Sharma, S. & Khandelwal, K. (2014). Effect of gender and life-stage on love styles in the Indian
context. Psychological Studies, 59(1), pp. 22-29.
Schachter, S. & Singer, J. (1962). Cognitive, social and physiological determinants of emotional
state. Psychological Review, 69, 379-399.

This skill oriented paper helps students to learn and apply knowledge of relationship psychology
in personal as well as social contexts. A non-judgmental reflective process may be nurtured for
self introspection, for cultural rediscovery, for engaging with and embracing difference, for self
transformation, of not just the students but also the teachers. Participatory learning, using various
pedagogical tools - such as presentations, class discussions, case analysis, peer mentoring, use of
ICT tools may be encouraged. Simulation exercises, experiential activities, role play and diary
method (maintaining a journal about own emotions, thoughts and desires) can be important tools
used by teachers. This will create a learning environment for students in which students
appreciate and practice positive relational attitudes like self-acceptance, gratitude and
forgiveness for healthy relationships.
ASSESSMENT METHODS
A number of assessment methods can be used: home assignments, class tests, term papers,
project work, class presentations, individual or collaborative research projects, quizzes,
participation in experiential activities, etc. Students may also be evaluated on the basis of self
assessment and peer assessment with respect to the particular skills learnt.
KEYWORDS
Friendship; Marriage; Love; Jealousy, Breakup; Gratitude; Forgiveness
SEC-PSY-9: LEARNING HOW TO LEARN

• To develop an understanding of the applications of psychology in enabling effective, self-
regulated and socially responsive learning.
• To enable students to apply psychological theories to build learning skills.
• To enable students to understand the role of interpersonal relationships in the facilitation of
learning.
• To appreciate the diversity of learning profiles of students with socio-cultural differences,
and understand how diverse learning needs can be addressed.
UNIT 1
Understanding Learning: Active versus passive views of learning, theories of learning and their
applied directions (Behaviourism and applied behaviour analysis; Cognitive Behaviour
approaches and improving self-efficacy, self-regulation, problem solving; Constructivism and
inquiry-based learning, cognitive apprenticeship, peer tutoring, instructional dialogues)
UNIT 2
Building Learner Skills: Acquiring and building on expertise, multiple intelligences,
metacognition, creativity, dealing with academic procrastination, student motivation, stress
management and time management
UNIT 3
Building Facilitative Relationships for Learning: Learning from peers, role of interpersonal
relationships in the facilitation of learning
UNIT 4
Learning in diverse contexts: Differences in Cognitive Styles & Learning Preferences, Impact of
socio-cultural differences (Gender, Socio-Economic Status, Regional, Ethnic & Linguistic
Diversity) on learning; Responding to diverse learning needs
REFERENCES
Combs, A. (1979). Myths in Education: Beliefs That Hinder Progress and their Alternatives.
London: Allyn and Bacon.
Rogers, C. (1961). On Becoming a Person. Boston: Houghton Mifflin Company.
Santrock John W. (2010). Educational Psychology. Delhi: Inwin Professional Publishers.
Woolfolk, A. (2013). Educational Psychology. Delhi: Pearson.
Zandvliet, D. B., Den Brok, P., Mainhard, T., & van Tartwijk, J. (2014). Interpersonal
Relationships in Education: From Theory to Practice. Rotterdam: Sense Publishers.
Bhatty, Z. (1988). Socialising of the Female Muslim Child in Uttar Pradesh. In K. Chanana
(Ed.), Socialization, Education and Women (pp. 231–239). New Delhi: Orient Longman.
Kumar, K. (2004). Growing Up Male. In What Is Worth Teaching? (3rd ed.) (pp. 81–88). New
Delhi: Orient Blackswan.
National Council of Educational Research and Training (NCERT). Position paper National
Focus Group on Gender Issues in Education. National Curriculum Framework 2005. New
Delhi: NCERT.
Sarafino, E.P. (2011). Health Psychology: Bio Psychosocial Interactions (7th edition). New
York: John Wiley.
Sinha, D. & Mishra, R.C., (1999). Socialization and Cognitive Functioning. In T.S. Saraswathi
(Ed.), Culture, Socialization and Human Development (pp. 336–355). New Delhi: Sage
Publications.
In keeping with the application-oriented nature of the course, the focus of the teaching learning
process adopted would be to enable students to reflect on learning as an active process- both for
themselves, as well as a process to be facilitated in others. Students would be encouraged to
examine their own cognitive styles, learning preferences, metacognitive abilities, ability to self-
monitor and self -regulate through experiential exercises. Classroom activities such as drawing
up of intelligence profiles, small research projects on mapping diversity in the classroom will be
used to discuss how diverse learning needs can be addressed. Interactive and exploratory
exercises such creation of contracts with self, journaling will be used to demonstrate how
learning skills may be bolstered. To enhance the skills of students, brainstorming sessions,
relevant films/documentaries and debates will be used as pedagogic tools.
ASSESSMENT METHODS
Assessment methods will be directed at tapping into reflexivity, critical thinking, divergent
thinking and social consciousness. An attempt will be made to offer a range of assessment
products that the students can produce towards their internal assessment. These would include
individual products such as written assignments, reflective pieces, term papers, as well as
collaborative products such as small group projects, collaborative presentations, class debates
etc. Some of the assessment practices discussed in the diversity unit such as the Jigsaw method
could be used for both demonstrative as well as assessment purposes.
KEYWORDS
Learning, learning skills, diversity
SEC-PSY-10: RESEARCH PUBLICATION AND PRESENTATIONS


• To understand the role of ethics in research and learn best practices for conducting, presenting
and publishing research.
• To learn the advanced techniques of data collection and analysis using e-resources and
softwares.
• To learn the skill planning and writing the article for publication in scientific /academic
journals, online journals, book chapters.
• To develop the skill of presenting research findings in conferences/seminars and sharing views
and interacting with fellow researchers.
UNIT 1
Ethics in Behavioral Research: Conduction (sample selection, tools used etc.), Collaboration,
Plagiarism, Self-plagiarism, Sharing Publication Credits, Determining Authorship
UNIT 2
Designing of Behavioral Research: Getting ideas for research; Review of literature using library
search using e resources; Choosing a research design, research setting
UNIT 3
Manuscript Structure and Content: Planning and writing an article, research/empirical paper,
review paper, APA style of manuscript writing (Introduction, review, method, analysis,
references, quotes) for publication in scientific journals, book chapters, or online journals.
UNIT 4
Presentation of Research: Preparing powerpoint presentations (aim, objective, method, sample,
tools, results and implications), displaying results (Tables and Figures), how to present oral
papers, posters, symposiums in Conferences and seminars.
REFERENCES
Publication Manual of the American Psychological Association (2010), 6th edition. Washington,
DC: American Psychological Association.
Baldwin, S.A. (2017). Writing your Psychology Research Paper. Washington, DC: American
Psychological Association.
Kimmel, A.J. (2007). Ethical Issues in Behavioral Research: Basic and Applied Perspectives
(2nd Ed.). Malden, MA: Wiley- Blackwell.
Kail, R.V. (2019). Scientific Writing for Psychology: Lessons in Clarity and Style. New York:
Sage Publications.
Newsome, B.O. (2015). An Introduction to Research, Analysis and Writing. New York: Sage
Publications.
This skill oriented paper will acquaint students with skills related to pursuing research, ethical
issues involved in the practice, presentation and publication of research. Participatory learning,
using various pedagogical tools - such as presentations, class discussions, case analysis, peer
mentoring, use of ICT tools, writing reports, may be encouraged.
ASSESSMENT METHODS
quizzes, poster making, etc. Students may also be evaluated on the basis of self assessment and
peer assessment with respect to the particular skills learnt.
KEYWORDS
Research, Presentation, Publication, Ethics
SEC-PSY-11: SKILLS OF COMMUNICATION


• Understanding the basic processes of communication, both verbal as well as non-verbal.
• Identifying one’s own psychological barriers to effective communication and demonstrating
listening skills.
• Demonstrating cultural sensitivity in communication and appreciation of cultural variations in
verbal and non-verbal communication.
• Becoming a better communicator by understanding body language and other non-verbal
aspects of communication; having an awareness of barriers to effective communication.
UNIT 1
Introduction to Communication: Nature and process of communication, principles of
communication; Developing Communication skills – active listening skills, giving and receiving
feedback; Technology mediated communication; Personal Attitudes and Communication.
UNIT 2
Communication Styles: Verbal and Non-verbal; Nonverbal communication: Proxemics, Posture,
Facial expression, Eye Contact, Paralanguage, Movement, Silence, etc.
UNIT 3
Communication Barriers and Breakdowns: Barriers in effective communication; overcoming
barriers for effective communication; Learning how to make communication effective and
meaningful; Cultural differences in communication in a multicultural context.
UNIT 4
Communication in Relational Contexts: Understanding dynamics of interpersonal
communication, Self disclosure and trust, emotions and power
REFERENCES
Adler, R. B., & Proctor II, R.F. (2012). Looking out/Looking in. (14th ed.). USA: Wadsworth
Cengage Learning.
Adler, R.B & Proctor, R.F (2009).Communication Goals and Approaches. Delhi: Wadsworth
Cengage Learning.
Argyle, M. (1975). Bodily Communication. London: Methuen & Co. Ltd.
Bull, P. (1983). Body Movement And Interpersonal Communication. London: Wiley.
Civinkly, J. M. (Ed.) (1974). Messages: A Reader in Human Connection. New York: Random
House.
Feldman, R. S., &Rimé, B. (1991). Fundamentals of Nonverbal Behaviour. New York:
Gudykunst, W. B. (Ed.) (2003). Cross-cultural and Intercultural Communication. Thousand
Oaks, CA: Sage Publications.
Brunner, L. J. (1979). Smiles can be backchannels. Journal of Personality and Social
DePaulo, B. M. (1992). Nonverbal behaviour and self- presentation. Psychological Review, 111,
203-243.
Mandal, F.B. (2014). Nonverbal communication in humans. Journal of Human Behavior in the
Social Environment, 24(4), 417-421.
Pearce, W. B. & Sharp, S. M. (1973). Self-disclosing communication. Journal of
Communication, 23(4), 409-425.
This paper will help students to learn and apply psychological knowledge in personal as well as
social contexts. A non-judgmental reflective process may be nurtured for self introspection, for
cultural rediscovery, for engaging with and embracing difference, for self transformation, of not
just the students but also the teachers. Simulation exercises (for e.g. to learn cross-cultural
communication), experiential activities (for e.g. practicing listening skills), and role play (for e.g.
to learn feedback skills) can be important tools used by teachers. This will create a learning
environment for students in which the excitement of learning psychology is enhanced.
ASSESSMENT METHOD
Since the objective of the papers is to enhance core psychological skills, a number of assessment
methods can be used in the assessment: home assignments, class tests, term papers, project work,
class presentations, individual or collaborative research projects, quizzes, participation in
experiential activities, etc. Students may also be evaluated on the basis of self assessment and
peer assessment with respect to the particular skills learnt.
KEYWORDS
Communication skills; Nonverbal communication; Cross-cultural communication; Self-
disclosure
ELECTIVE: GENERIC (GE) (ANY 4, 1 EACH IN SEMESTER I, II, III AND IV)
GE-PSY-01: GENERAL PSYCHOLOGY

Generic Elective - (GE) Credit: 6

• Developing knowledge of the basic concepts in psychology
• Understanding the psychology of individual differences
• Developing skills for applying psychological knowledge to real life situations
UNIT 1
Introduction to Psychology: Nature, Fields and Application of Psychology; Cognitive Processes:
Learning and Memory; Motivation, Types of Motives (Sociogenic/Psychogenic Motives)
UNIT 2
Psychology of Individual Differences: Theories of Personality: Freudian Psychoanalysis, Type
and Trait; Humanistic; Theories of Intelligence: Spearman ‘g’ Theory, Sternberg and Gardner;
Emotional Intelligence
Unit 3
Understanding Developmental Processes: Cognitive Development: Piaget; Moral Development:
Kohlberg; Psycho-Social Development: Erikson
Unit 4
Applications of Psychology: Work; Health
REFERENCES
Ciccarelli , S. K., & Meyer, G.E. (2008). Psychology (South Asian Edition). New Delhi: Pearson.
Feldman, S.R. (2009). Essentials of Understanding Psychology (7th Ed.). New Delhi: Tata
McGraw Hill.
Glassman, W.E. (2000). Approaches to Psychology (3rd Ed.) Buckingham: Open University
Press.
Michael, W., Passer, & Smith, R.E. (2007). Psychology: The Science of Mind and Behavior.
New Delhi: Tata McGraw-Hill.
Chadha, N.K., & Seth, S. (2014). The Psychological Realm: An Introduction. New Delhi:
Pinnacle Learning.
Craik, F.I.M., & Lockhart, R.S. (1972). Levels of processing: A framework for memory
research. Journal of Verbal Learning and Verbal Behaviour, 11(6), 671-684.
Morgan, C.T., King, R.A., Weiss, R.A., & Schopler, J. (2004). Introduction to Psychology (7th
Edition). New York: Mc Graw Hill.

This GE course in psychology is oriented towards developing knowledge of the basic concepts in
psychology to non-psychology students and aid in developing skills for applying psychological
knowledge to real life situations. A variety of approaches to teaching-learning process, including
lectures, seminars, tutorials, peer teaching and learning, student presentations, technology-
enabled learning will be adopted to achieve this. Students will be encouraged to read widely and
venture beyond the prescribed curriculum and references to engage with the ‘psychological’. The
curiosity and interest kindled in them through classroom lectures and discussions will motivate
them to read original texts, novels, watch films, listen to music, undertake small research
projects, reflect and ponder, and express creatively. The non-judgmental and inclusive learning
environment should enable students to bring in their life experiences for reflection and to make
meaningful connects between life and theory.
ASSESSMENT METHODS
A variety of assessment methods that are appropriate within the disciplinary area of psychology
will be used. The following methods can be used: oral and written examinations, closed-book
and open-book tests; problem-solving exercises, student presentations; critique of researches,
research reports, term papers, etc.
KEYWORDS
Learning; Memory; Intelligence; Motivation; Personality Development
GE-PSY-02: PSYCHOLOGY OVER THE LIFE-SPAN


• To equip the learner with an understanding of the concept and process of human
development across the life span.
• To impart an understanding of the various domains of human development
• To inculcate sensitivity to socio-cultural context of humandevelopment
UNIT 1
Introduction: Concept of Life Span Development in Psychology, Key Stage-Theories: Erikson’s
Psychosocial Stages of Development, Piaget’s Stages of Cognitive Development
UNIT 2
Prenatal Development, Infancy and Early Childhood: Conception and Prenatal Development:
Stages, Genetic-Environment Interaction; Birth and Infancy: Newborn Needs, Reflex And
Behaviour, Piaget’s Sensorimotor Stage, Cognitive Development, Moral Development
UNIT 3
Middle Childhood and Adolescence: Attachment Patterns, Identity Development, Influence of
culture on development
UNIT 4
Adulthood and Aging: Psychological Challenges of Middle and Late Adulthood: Mid Life Crisis;
Aging: Physical, Emotional, Psycho-Social Aspects
REFERENCES
Berk, L. E. (2010). Child Development (9th Ed.). New Delhi: Prentice Hall of India.
Mitchell, P. and Ziegler, F. (2007).Fundamentals of Development: The Psychology of Childhood.
New York: Psychology Press.
Feldman, R.S. & Babu.N. (2011). Discovering the Lifespan. New Delhi: Pearson.
Papalia, D. E., Olds, S.W. & Feldman, R.D. (2006). Human Development (9th Ed.). New Delhi:
McGraw Hill.
Santrock, J.W. (2012). Life Span Development (13th Ed.) New Delhi: McGraw Hill.
Santrock, J. W. (2011). Child Development (13th Ed.). New Delhi: McGraw Hill. Srivastava,
A.K. (1997). Child Development: An Indian Perspective. New Delhi: NCERT.

This GE course in psychology is oriented towards developing knowledge of the basic concepts of
human development to non-psychology students and aid in developing skills for applying
psychological knowledge to real life situations. A variety of approaches to teaching-learning
process, including lectures, seminars, tutorials, peer teaching and learning, student presentations,
technology- enabled learning will be adopted to achieve this. Students will be encouraged to read
widely and venture beyond the prescribed curriculum and references to engage with the
‘psychological’. The curiosity and interest kindled in them through classroom lectures and
discussions will motivate them to read original texts, novels, watch films, listen to music,
undertake small research projects, reflect and ponder, and express creatively. The non-
judgmental and inclusive learning environment should enable students to bring in their life
experiences for reflection and to make meaningful connects between life and theory.
ASSESSMENT METHODS
KEYWORDS
Developmental Psychology, Life Span, Aging
GE-PSY-03: PSYCHOLOGY FOR HEALTH AND WELL-BEING


• Understanding the spectrum of health and illness.
• Demonstrating adequate knowledge about issues related to stress, stress management and
coping.
• Developing adequate knowledge about the promotion of healthy behaviour.
• Cultivating inner strengths and virtues, like hope and optimism.
UNIT 1
Illness, Health and Well Being: Emergence of the field of Health Psychology; Continuum and
models of health and iIllness: Medical, Bio-Psychosocial, Holistic Health; Health and Well
Being; Cultural Approaches to Medicines (Especially With Respect To Traditional Indian
Medicine: Ayurveda)
UNIT 2
Stress and Coping: Nature and sources of stress; Effects of stress on physical and mental health;
Coping and stress management
UNIT 3
Health Management: Health-Enhancing Behaviours: Exercise, Nutrition, Health Compromising
Behaviours; Health Protective Behaviours, Health Promotion through Yoga; Illness Management
Unit 4
Human Strengths and Life Enhancement: Classification of Human Strengths and Virtues;
Cultivating Inner Strengths: Hope and Optimism
REFERENCES
Agarwala, S., Das, I., Kumar, K., & Kumar, S. (2009). Health Psychology. New Delhi, Allied
Publishers.
Allen, F. (2011).Health Psychology and Behaviour. New Delhi Tata McGraw Hill.
Dalal, A. K., & Misra, G. (Eds.). (2012). New Directions in Health Psychology. New Delhi:
Sage.
DiMatteo,M. R., & Martin L. R. (2017). Health Psychology. Noida: Dorling Kindersley.
Sarafino, E.P., & Smith, T.W. (2016). Health Psychology: Bio Psychosocial Interactions (9thth
Ed.).New York: Wiley.
Snyder, C.R., Lopez S. J., & Pedrotti, J. T. (2011). Positive psychology: The scientific and
practical explorations of human strengths. New Delhi: Sage.
Taylor, S.E. (2017). Health psychology (10th Ed.) New Delhi: Tata McGraw Hill.
Carr, A. (2011). Positive Psychology: The Science of Happiness And Human Strength. London,
UK: Routledge.
Desikachar, T. K. V. (2003). Reflections on Yoga Sutras of Patanjali. Chennai: Krishnamacharya
Yoga Mandiaram.
Misra,G. (1999).Stress and Health. New Delhi: Concept.
Morrison, V., & Bennett, P. (2009). Introduction to Health Psychology (2nd Ed). New York:
Pearson Education Limited.
Ogden, J. (2012). Health Psychology. New York, McGraw-Hill.
Sanderson, C.A. (2018).Health Psychology: Understanding the mind-body connection (3rd
Edition). New York: Sage.

health psychology to non-psychology students and aid in developing skills for applying
technology-enabled learning will be adopted to achieve this. Students will be encouraged to read
ASSESSMENT METHODS
KEYWORDS
Illness; Stress management; Health management; Hope; Optimism
GE-PSY-04: PSYCHOLOGY AT WORK
• To understand the meaning and theoretical foundations of I/O Psychology
• To understand the evolution of the field of I/O psychology and to appreciate challenges faced
by the field today
• To develop an understanding of how the various theories and methods of I/O Psychology
apply to real work settings
• To develop an appreciation of the process of communication in organizations and to manage
communication effectively
UNIT 1
Introduction to I/O Psychology: Definition, Brief History, Contemporary Challenges faced by
the field (workforce diversity, sexual harassment, technology, corporate social responsibility,
globalization, labour supply, quality management, etc.)
UNIT 2
Work Motivation: Theories and applications: Maslow, Herzberg, Goal Setting, Expectancy,
Equity
UNIT 3
Communication in Organizations: Communication process, Purpose of communication in
organizations, Barriers to effective communication, Managing communication
Unit 4
Leadership: Early approaches to leadership (trait, behavioural, contingency- Fiedler),
Contemporary approaches to leadership- Charismatic, Transformational & Transactional
Leadership
REFERENCES
De Cenzo and Robbins, S.P. (2006). Fundamentals of human resource management (8th ed).
New York: Wiley.
Greenberg, J. ,& Baron, R.A. (2007). Behaviour in Organizations (9th Ed.). Noida: Dorling
Kindersley.
Griffin, R.W., & Moorhead, G. (2009).Organizational Behaviour: Managing People &
Organizations. New Delhi: Biztantra publishers.
Robbins, S. P., & Judge, T.A. (2007). Organizational Behaviour (12th Edition). New Delhi:
Prentice Hall of India.
Adler, N.J. (1997). Global leaders: Women of influence. In G. N. Powell (Ed.), Handbook of
Gender and Work, (pp. 239-261). Thousand Oaks, CA, US: Sage Publications.
Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the
vision. Organizational Dynamics, 18(3), 19-31.
Herzberg, F. (1966). Work and The Nature of Man. Cleveland: World Publishing Company.
Pareek, U. (2010). Understanding Organizational Behaviour. Oxford: Oxford University Press.
Locke, E.A. (1968). Toward a theory of task motivation and incentives. Organizational
Behaviour and Human Performance, 3(2), 157-189.

Industrial/Organizational psychology to non-psychology students and aid in developing skills for
applying psychological knowledge to organizations. A variety of approaches to teaching-learning
undertake small research projects, reflect and ponder, and express creatively.
ASSESSMENT METHODS
KEYWORDS
Human Relations Movement; Work Motivation, Goal Setting; Communication; Leadership
GE-PSY-05: PSYCHOLOGY AND MEDIA


• To understand the effect of media on human psyche
• To develop an insight into the role of media in identity formation and happiness
• To be aware of the psychological consequences of advertisements
• To be able to understand the critical issues of media influence
UNIT 1
Interface of Media and Psychology: Understanding the interface between media and Psychology;
Fantasy v/s Reality
UNIT 2
Being a Consumer: Why to consume? Consumption and Happiness: The Psychology of
Consumer; Consumer Culture and Identity
UNIT 3
Knowing and Creating Consumer Needs: Consumer and Advertising: Role of Psychology and
effects of Advertising; Propaganda: Nature, History, Psychoanalysis and Propaganda
UNIT 4
Critical Issues in Media Influence: Portrayal of Social Groups in Media: Gender, Minority
Groups; Effect of Media Violence; Use and abuse of media: Internet Addiction; Role of Media in
Social Change
REFERENCES
Giles, D. (2003). Media Psychology. New Jersey: Lawrence Erlbaum Associates Publishers.
Jansson-Boyd, C. V. (2010). Consumer Psychology. London, England: Open University Press.
Mahon, C. (2019). The Psychology of Social Media. London, UK: Routledge
Wanke, M. (Ed.).(2009). Social Psychology of Consumer Behaviour. New York: Taylor
&Francis.
Young, B.M. (2018). Consumer Psychology: A life–span Developmental Approach. Switzerland:
Palgrave, Macmillan.
Cill, J.C., Culbert, D.H., & Welsh, D. (2003) Propaganda and Mass Persuasion: A Historical
Encyclopedia, Santa Barbara: ABC-CLIO, Inc.
Dill, K.E. (2009). How Fantasy becomes Reality Seeing through Media Influence. New York:
Oxford University Press.
Haugtvedt, C. P., Herr, P. M., &Kardes, F. R. (Eds.).(2008). Handbook of Consumer Psychology.
New York: Psychology Press.
Audio-Visual Sources Documentary: ‘No Logo: Brands, Globalization and Resistance’ by
Noami Klein Documentary: ‘Killing Us Softly 4’ by Jean Kilbourne Documentary: ‘Century of
Self-Part 1: Happiness Machines’ by Adam Curtis

media psychology to non-psychology students and aid in developing skills for applying
ASSESSMENT METHODS
KEYWORDS
Media; Identity; Society; Consumer; Internet Addiction
GE-PSY-06: INTER-GROUP RELATIONS

• Understanding the role groups play in our life and the significance of healthy inter-group
relations
• Understanding the nature of relationship between groups in terms of cooperation,
competition and conflict
• Realizing the relevance and consequence of social categorization
• Understanding how group memberships shapes one’s social identity and colors our
perception of others.
• Knowing ways to resolve and manage inter-group conflicts
UNIT 1
Nature of Intergroup Relations: Cooperation Vs. Competition; Examining the Classical Study of
Robbers Cave Experiment; Realistic Conflict Theory
UNIT 2
Social Categorization and Conflict: In-Group Vs. Out-Group; Consequences of Social
Categorization: Cognitive Biases, Stereotypes, Conflict and Social Categorization
UNIT 3
Cultural Aspects of Intergroup Relations: Social Identity, Stereotypes, Case Studies in the Indian
Context
UNIT 4
Resolving Intergroup Conflict: Intergroup Contact; Promoting Intergroup Cooperation; Conflict
Management Strategies
REFERENCES
Austin, W.G. ,& Worchel.S. (1986). Psychology of Intergroup Relations. Chicago: Nelson-Hall
Publishers.
Baron, R.A., Branscombe, N.R., Byrne, D., & Bhardwaj, G. (2009). Social Psychology. New
Delhi: Pearson.
Keyton, J. (2006). Communicating Groups: Building Relationships in Group Effectiveness. New
York: Oxford University Press.
Miller, N., & Brewer, M.B. (1996).(Eds.). Intergroup Relations. Buckingham: Open University
Press.
Zorsyth, D.R. (2009). Group Dynamics. London: Brooke/Cole: Wadsworth
Ahuja, K.A., Dhillon, M., Kalyani, A., & Papneja, D. (2016). Identities in conflict: A
comparison of drawings of Muslim adolescents in Kashmir and Delhi. Sage Open, January-
March, 1-11. DOI: 10.1177/2158244015623596
Sherif, M., Harvey, O.J., White, B.J., Hood, W.R., & Sherif, C.W. (1961). Intergroup Conflict
and Cooperation: The Robbers Cave Experiment. Norman: The University Book Exchange,
Norman. Smith, P.B., Bond, M.H., & Kagitcibasi, C. (2006). Understanding Social Psychology
Across Cultures. New Delhi: Sage Publications.
intergroup relations to non-psychology students and aid in developing skills for applying
psychological knowledge to real life situations, for instance inter-group conflict. A variety of
approaches to teaching-learning process, including lectures, seminars, tutorials, peer teaching
and learning, student presentations, technology-enabled learning will be adopted to achieve this.
Students will be encouraged to read widely and venture beyond the prescribed curriculum and
references to engage with the ‘psychological’. The curiosity and interest kindled in them through
classroom lectures and discussions will motivate them to read original texts, novels, watch films,
listen to music, undertake small research projects, reflect and ponder, and express creatively. The
non-judgmental and inclusive learning environment should enable students to bring in their life
ASSESSMENT METHODS
KEYWORDS
Cooperation; Realistic Conflict Theory; Stereotypes; Conflict Management
GE-PSY-07: YOUTH PSYCHOLOGY


• To help students understand the notion of youth, youth across cultures, youth identity,
significant concerns among the youth
• To inculcate sensitivity to issues related to youth with special emphasis on gender
stereotypes/discrimination and risky behaviour
• To develop an understanding of ways of empowering the youth
UNIT 1
Introduction: Defining Youth (Transition to Adulthood); Youth Across Cultures; Formulation of
Youth Identity (Erikson And Marcia’s Work on Identity), Gender Identity, Gender Roles, Sexual
Orientation
UNIT 2
Youth Development: Influence of Globalization on Youth; Body Image concerns among youth;
Peer Pressure and Bullying
UNIT 3
Issues and Challenges for Today’s Youth: Gender Stereotypes and Gender Discrimination
Impacting Youth, Substance (Alcohol) Use among Youth, Juvenile Delinquency, Risky Sexual
Behaviour
UNIT 4
Developing Youth: Women Empowerment in the Indian Context, Encouraging Non-Gender
Stereotyped Attitudes; Building Resources (Optimism; Resilience)
REFERENCES
Baron, R.A., Byrne, D. & Bhardwaj, G. (2010). Social Psychology (12th Ed).New Delhi:
Pearson.
Berk, L. (2013). Child Development. New York: Pearson.
Brannon, L. (2017). Gender: Psychological Perspectives (7th edition). New Delhi Routledge.
Brown, B.B., & Larson, R.W. (2002). The Kaleidoscope Of Adolescence: Experiences of the
World’s Youth at the beginning of the 21st Century. In Brown, B. B., R. Larson, & T. S.
Saraswathi. (Eds)., The World’s Youth: Adolescence in Eight Regions of The Globe (pp. 1-19).
Cambridge: Cambridge University Press.
Carson, RC, Butcher, J. N, Mineka, S., & Hooley, J. (2007). Abnormal Psychology. Delhi:
Pearson Education.
Cash, T.F., & Smolak, L. (2011) (Eds). Body Image: A Handbook of Science, Practice, and
Prevention. Chapters 9 & 10 (pp. 76-92). New York: The Guilford Press.
Ghosh, B. (2011). Cultural changes and challenges in the era of globalization: The case of India.
Journal of Developing Societies, 27(2), 153-175.
Snyder, C.R., Lopez, S.J. & Pedrotti, J. (2011). Positive Psychology: The Scientific and Practical
Explorations of Human Strengths. New Delhi: Sage
Arnett, J.J. (2013). Adolescence and Emerging Adulthood (5th Ed). Delhi: Pearson.
Bansal, P. (2012). Youth in Contemporary India: Images of Identity and Social Change. New
Delhi: Springer.
Baumgardner, SR & Crothers, MK (2009). Positive Psychology. Delhi: Pearson.
Carr, A. (2004). Positive Psychology: The Science of Happiness and Human Strength. New
York: Brunner- Routledge.
Connidis, I. A. & Barnett, A.E. (2010). Family Ties and Aging. London: Sage.
Erikson, E. H. (1968). Identity: Youth and Crisis. New York: Norton.
Helgeson, V.S. (2018). Psychology of Gender (5th Edition). New Delhi: Routledge.
Shaffer, D.R. & Kipp, K. (2010). Developmental Psychology: Childhood and Adolescence.
California: Wadsworth.
Tomé G., Matos M., Simões C., Diniz J.A., & Camacho I. (2012). How can peer group influence
the behavior of adolescents: Explanatory model. Global Journal of Health Science, 4(2), 26-35.
Online resource: https://www.pacer.org/bullying/resources/stats.asp

youth psychology to non-psychology students and aid in developing skills for applying
ASSESSMENT METHODS
KEYWORDS
Youth Identity; Gender Stereotypes; Substance Abuse; Optimism
GE-PSY-08: PSYCHOLOGY AND MENTAL HEALTH


• Starting conversations around mental health and creating mental health awareness amongst
non-Psychology students.
• Basic understanding of common mental health problems like anxiety and depression.
• Understanding and enhancing positive mental health and wellbeing
UNIT 1
Mental Health: Concept of Mental Health; Importance of Mental Health, Reducing the stigma of
Mental Illness; Mental Health Issues in Adolescence and Young Adults: Bullying, Academic
Grades, Body Image, Relational Issues, Sexual Orientation
UNIT 2
The Dark Clouds: Anxiety, Depression, and Suicide: Basic Understanding and Preventive
Treatment Measures
UNIT 3
Mental Health Disorders and Diagnosis: Overview of Important Psychological Disorders
(Schizophrenia, OCD, Developmental Disorders- Autism, Learning Disabilities); Understanding
Diagnostic Standards
UNIT 4
Mental Health Intervention: Recognizing the signs that someone may need support; Knowing
what to do and what not to do when a person reaches out for help; Psychological First Aid,
Guiding the person towards appropriate professional help: Medical Aid, Counseling, Therapy,
Guidance, Mentoring; Peer Mentoring: Concept and Skills; Understanding Care Giver’s burden
REFERENCES
Butcher, J.N., Hooly, J. M, Mineka, S., & Dwivedi, C.B (2017). Abnormal Psychology. New
Delhi: Pearson.
Muir-Cochrane, E., Barkway, P. & Nizette, D. (2018). Pocketbook of Mental Health (3rd
Edition). Australia: Elsevier.
Snider, Leslie and WHO (2011).Psychological First Aid: Guide for Field Workers. Retrieved
from http://www.aaptuk.org/downloads/Psychological_first_aid_Guide_for_field_workers.pdf
World Health Organization. (2003). Investing in mental health. World Health Organization.
Retrieved from http://www.who.int/iris/handle/10665/42823
Dhillon, M. & Babu, N. (2008). Perceived stress amongst parents of children, adolescents and
adults with intellectual disability. Psychological Studies, 53(3&4), 309-313.
Nock, M.K., Borges, G., & Ono, Y. (2012). Suicide: Global Perspectives from the WHO World
Mental Health Surveys. Cambridge: Cambridge University Press.

mental health to non-psychology students and help in providing psychological first aid to people
in an emergency, and practice self-care. A variety of approaches to teaching-learning process,
including lectures, seminars, tutorials, peer teaching and learning, student presentations,
undertake small research projects, reflect and ponder, listen reflectively, and express creatively.
The non- judgmental and inclusive learning environment should enable students to bring in their
life experiences for reflection and to make meaningful connects between life and theory.
ASSESSMENT METHODS
KEYWORDS
Mental Health, Intervention, Myths, Suicide Prevention; Peer Mentoring
GE-PSY-09: UNDERSTANDING INTIMATE RELATIONSHIPS


• To learn about intimate relationships, both friendships and romantic relationships
• To foster an understanding of the psychology of love
• Foster an appreciation of the dynamics of establishing, maintaining, and dissolving
relationships
• Learn how to effectively apply the knowledge of the psychology of intimate relationships
• Developing insights about distress in relationships as well as the healing process by
appreciating the importance of self-acceptance, gratitude, forgiveness
UNIT 1
Interpersonal Attraction and Liking: Factors leading to attraction; Psychology of Friendship
(Making Friends, Friendship and Social Media; Benefits of Friendships)
UNIT 2
Love: Understanding Love, Types of Love; Theories of Love (Love Styles; Two-Factor Theory
of Love; Sternberg’s Triangular Theory); Sexuality and Love
UNIT 3
Distress in Relationships: Jealousy, Infidelity, Breakup
UNIT 4
Healing: Self-Acceptance, Gratitude, Forgiveness
REFERENCES
Field, T., Diego, M., Pelaez, M., Deeds, O., & Delgado, J. (2010). Breakup Distress and Loss of
Intimacy in University Students. Psychology, 1(03), 173-177.
Gala, J., & Kapadia, S. (2013). Romantic relationships in emerging adulthood: A developmental
perspective. Psychological Studies, 58(4), 406-418.
Hatfield, E., & Rapson, R.L. (1993). Love, Sex and Intimacy: Their Psychology, Biology and
History. London, UK: Harper Collins
Hendrick, C.A., & Hendrick, S.S. (Eds.). (2000). Close Relationships: A Sourcebook. Thousand
Oaks: Sage Publications.
Hojjat, M., & Moyer, A. (2016)(Eds.). The Psychology of Friendships. London, UK: Oxford
University Press.
Miller, R. S., & Perlman, D. (2009). Intimate Relationships. New York: McGrawHill.
Regan, P.C. (2011). Close Relationships. New York: Routledge
Rye, M. S., & Kenneth I.P. (2002). Forgiveness and Romantic Relationships in College: Can It
Heal the Wounded Heart? Journal of Clinical Psychology, 58(4), 419–441.
Sharma, S. & Khandelwal, K. (2014). Effect of gender and life-stage on love styles in the Indian
context. Psychological Studies, 59(1), 22-29.
Snyder, C. R., Lopez, S. J., & Pedrotti, J. T. (2011). Positive Psychology: The Scientific and
Practical Explorations of Human Strengths. New Delhi: Sage (Chapter 12: Attachment, love and
Flourishing relationships).
Gordon, A. M., Impett, E. A., Kogan, A., Oveis, C., & Keltner, D. (2012). To have and to hold:
Gratitude promotes relationship maintenance in intimate bonds. Journal of Personality and
Social Psychology, 103, 257-274.
Guerrero, L.K., & Andersen, P.A. (2013). Close Encounters: Communication in Relationships.
Thousand Oaks: Sage Publications.
Lehr, A.T., & Geher, G. (2006). Differential effects of reciprocity and attitude similarity across
long versus short term mating contexts. The Journal of Social Psychology, 146, 423-439.
Reis, H. T., & Rusbult, C.E. (Eds.). (2004). Close relationships: Key Readings. New York:
Psychology Press.
Schachter, S. & Singer, J. (1962). Cognitive, social and physiological determinants of emotional
state. Psychological Review, 69, 379-399.
Sternberg, R.J. & Weis, K. (2006)(Eds.). The New Psychology of Love. New Have, CT, US: Yale
University Press.
Wilerton, J. (2010). The Psychology of Relationships. London, UK: Red Globe Press
TEACHING LEARNING COURSE
the psychology of intimate relationships to non-psychology students and aid in developing skills
for applying this knowledge to real life situations. A variety of approaches to teaching-learning
ASSESSMENT METHODS
KEYWORDS
Attraction; Love; Friendships; Love; Breakup Distress; Forgiveness
GE-PSY-10: POSITIVE PSYCHOLOGY: UNDERSTANDING HUMAN

STRENGTHS

• To understand the meaning and significance of positive psychology as a science
• To comprehend specific human strengths such as optimism, resilience, hope, flow
• To develop an understanding of ways of empowering people through the cultivation of these
strengths
UNIT 1
Introduction: An Introduction to Positive Psychology and its need in today’s times, Eastern and
Western Perspectives; Goals, Assumptions and Definitions of Positive Psychology
UNIT 2
Positive Cognitive States: Self-Efficacy, Hope, Optimism, Mindfulness
UNIT 3
Positive Emotional States: Happiness, Well-Being and Love, Emotional Intelligence
Unit 4
Developing Positivity: Classification of Human Strengths and Virtues; Cultivating Wisdom and
Courage, Flow
REFERENCES
Baumgartner, S., & Crothers, M. (2015). Positive Psychology. Delhi: Pearson India Education
Services. Carr, A. (2004). Positive Psychology: The Science of Happiness and Human Strength.
London, UK: Routledge.
Seligman, M. (2002). Authentic Happiness. London: Nicholas Brealey Publishing.
Snyder, C.R., & Lopez, S.J.(2007). Positive psychology: The Scientific and Practical
Explorations of Human Strengths. Thousand Oaks, CA: Sage.
Gable, S. L., & Haidt, J. (2005). What (and Why) Is Positive Psychology? Review of General
Gable, S. L., Reis, H. T., Impett, E. A., & Asher, E. R. (2004). What do you do when things go
right? The intrapersonal and interpersonal benefits of sharing positive events. Journal of
Personality and Social Psychology, 87(2), 228-245.
Park, N., & Peterson, C. (2009). Character strengths: Research and practice. Journal of College
and Character, 10:4, DOI: 10.2202/1940-1639.1042
Seligman, M. E. P., & Pawelski, J. O. (2003). Positive Psychology FAQs. Psychological Inquiry,
14, 159-163.
Seligman, M. E. P., Parks, A. C., & Steen, T. (2005). A balanced psychology and a full life. In
F.A. Huppert, N. Baylis, & B. Keverne (Eds.).The Science of Well-Being (pp. 275-283). New
York, NY, US: Oxford University Press.

positive psychology to non-psychology students and aid in developing skills for empowering
people and oneself through the cultivation of human strengths like hope, optimism, etc. A variety
of approaches to teaching-learning process, including lectures, seminars, tutorials, peer teaching
and learning, student presentations, technology-enabled learning will be adopted to achieve this.
Students will be encouraged to read widely and venture beyond the prescribed curriculum and
references to engage with the ‘psychological’. The curiosity and interest kindled in them through
classroom lectures and discussions will motivate them to read original texts, novels, watch films,
listen to music, undertake small research projects, reflect and ponder, and express creatively. The
non-judgmental and inclusive learning environment should enable students to bring in their life
ASSESSMENT METHODS
KEYWORDS
Happiness; Hope; Optimism; Mindfulness
GE-PSY-11: SOCIAL PSYCHOLOGY: UNDERSTANDING HUMAN WORLD

• Familiarizing with basic social psychological concepts and relevant methods
• Developing an understanding of the individual in relation to the social world
• Understanding aggression, its prevention and control
• Understanding how prejudice is formed and how to reduce it
UNIT 1
Introduction to Social Psychology: Definition; Theories and methods in Social Psychology;
Applications of Social Psychology
UNIT 2
Evaluating Social World: Person Perception; Attribution, Attitude and Attitude Change
UNIT 3
Social Relations: Stereotypes; Prejudice: Definition and Types, Sources of Prejudice,
Consequences of Prejudice; Strategies to reduce prejudice
Unit 4
Aggression: Perspectives, Causes; Prevention and Control of Aggression; Prosocial Behaviour
REFERENCES
Baron. R.A., Byrne, D. & Bhardwaj. G(2010).Social Psychology (12th Ed.).New Delhi: Pearson
Myers, D.A., Sahajpal, P. & Behera, P. (2012). Social Psychology (10th edition). New Delhi:
McGraw-Hill.
Taylor, S.E., Peplau, L.A. & Sears, D.O. (2006). Social Psychology (12th Ed.).New Delhi:
Pearson.
Anderson, A.A. & Bushman, B.J. (2002). Human Aggression. Annual Review of Psychology,
53(1), 27-51.
Baumeister, R.F. & Bushman, B.J (2014).Social Psychology and Human Nature (3rd Edition).
Belmont, California: Wadsworth /Cengage.
Schneider, S.J. (2004). The Psychology of Stereotyping. New York: Guilford Press.

This GE course aims to orient students to basic theories and methods of social psychology. A
variety of approaches to teaching-learning process, including lectures, seminars, tutorials, peer
teaching and learning, student presentations, technology-enabled learning will be adopted to
achieve this. They may be allowed to explore various intra personal and interpersonal processes
through role plays, case examples.
ASSESSMENT METHODS
and open-book tests; problem-solving exercises, student presentations; writing review papers;
critique of researches, research reports, term papers, etc.
KEYWORDS
Person Perception; Prejudice; Aggression; Prosocial Behaviour

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दिल्लीदिश्‍िदिद्यालय

Bachelor of Arts (Hons.) Psychology

Revised Syllabus as approved by

Applicable for students registered with Regular Colleges, Non Collegiate

The LOCF approach is envisioned to provide a focused, outcome-based syllabus at the

CURRICULUM REVISION COMMITTEE 2019

2. LEARNING OUTCOME-BASED CURRICULUM

2.1 NATURE AND EXTENT OF THE PROGRAMME IN B.A. (HONS)

2.2 AIMS OF BACHELOR DEGREE PROGRAMME IN B.A. (HONS)

3. GRADUATE ATTRIBUTES IN PSYCHOLOGY

• RESEARCH RELATED SKILLS

• MORAL AND ETHICAL AWARENESS

4. QUALIFICATION DESCRIPTORS FOR GRADUATES B.A.

5. PROGRAMME LEARNING OUTCOMES FOR B.A. (HONS)

• Knowledge about the discipline and research methods.

6. STRUCTURE IN B.A. (HONS) PSYCHOLOGY

Table 1: Grades and Grade Points

Letter Grade Grade Point

Computation of SGPA and CGPA

Illustration for SGPA

Thus, SGPA =139/20 =6.95

Illustration for CGPA

Semester 1 Semester 2 Semester 3 Semester 4

Thus, CGPA = 20 x 6.9 + 22 x 7.8 + 25 x 5.6 + 26 x 6.0 + 26 x 6.3 + 25 x 8.0

6.2 SEMESTER-WISE DISTRIBUTION OF COURSES

SEMESTER CORE COURSE (14) ABILITY ABILITY ELECTIVE ELECTIVE

I C-PSY-01 Environmental GE-1

III C-PSY-05 SEC-1 GE-3

ELECTIVE: DISCIPLINE SPECIFIC DSE (ANY 4) (2 IN SEMESTER- V AND 2 IN

DSE-PSY-01: Positive Psychology

GE PSY 01 General Psychology

ABILITY ENHANCEMENT ELECTIVE COURSE (AEEC) (SKILL BASED- SEC) (ANY 2: 1

SEC PSY 01 Emotional Intelligence

7. COURSES FOR B.A. (HONS) PSYCHOLOGY

COURSE LEARNING OUTCOMES

TEACHING LEARNING PROCESS

C-PSY-02: STATISTICAL METHODS FOR PSYCHOLOGICAL RESEARCH-I

COURSE LEARNING OUTCOMES

COURSE LEARNING OUTCOMES

C-PSY-04: PSYCHOLOGY OF INDIVIDUAL DIFFERENCES

COURSE LEARNING OUTCOMES

C-PSY-05: DEVELOPMENT OF PSYCHOLOGICAL THOUGHT

COURSE LEARNING OUTCOMES

C-PSY-06: PSYCHOLOGICAL RESEARCH

COURSE LEARNING OUTCOMES

C-PSY-07: SOCIAL PSYCHOLOGY

COURSE LEARNING OUTCOMES

COURSE LEARNING OUTCOMES

C-PSY-09: STATISTICAL METHODS FOR PSYCHOLOGICAL RESEARCH-II

COURSE LEARNING OUTCOMES

COURSE LEARNING OUTCOMES

TEACHING LEARNING PROCESS

C-PSY-11: UNDERSTANDING AND DEALING WITH PSYCHOLOGICAL

COURSE LEARNING OUTCOMES

C-PSY-12 DEVELOPMENTAL PSYCHOLOGY

C-PSY-13: ORGANIZATIONAL BEHAVIOUR

COURSE LEARNING OUTCOMES

C-PSY-14: COUNSELLING PSYCHOLOGY

COURSE LEARNING OUTCOMES

TEACHING LEARNING PROCESS

DSE-PSY-01: POSITIVE PSYCHOLOGY

COURSE LEARNING OUTCOMES

DSE-PSY-02: HUMAN RESOURCE MANAGEMENT